This document introduces dynamic colors, Newton-Raphson iteration using a spreadsheet, addition and subtraction of vectors, and animation of functions in GeoGebra. It includes step-by-step instructions to create sliders to dynamically mix colors, use Newton-Raphson to find roots of equations iteratively in a spreadsheet, add and subtract vectors using translations and scaling along vectors, and animate the sine function. Boolean variables are used to control the visibility of objects and ensure steps are completed in the proper order.
This document describes a linear programming problem involving minimizing the cost of purchasing vitamin pills to meet certain nutritional requirements. A nutritionist recommends consuming at least 2400mg of iron, 2100mg of vitamin B1, and 1500mg of vitamin B2. There are two pill brands available: Brand A costs K6 per pill and contains 40mg iron, 10mg B1, 5mg B2; Brand B costs K8 per pill and contains 10mg iron, 15mg B1, 15mg B2. The goal is to determine the combination of pills that meets the requirements at minimum cost. This is modeled as a linear programming problem and solved graphically using GeoGebra. The optimal solution is found to be purchasing 30 Brand
This document lists keyboard shortcuts for common commands in AutoCAD. It is organized alphabetically by command and provides a brief description of each command's function. Some key shortcuts listed include toggling ortho and snap modes, managing layers and objects, and navigating drawings. The shortcuts allow efficient navigation and editing within AutoCAD drawings.
This document provides an overview of plotting and image processing capabilities in Matlab. It discusses how to generate basic scatter plots and customize axis properties. It also explains how digital images are constructed as arrays and can be displayed, rotated, and converted to grayscale using commands like plot, surf, image, and imagesc. The document demonstrates plotting multiple lines and images on the same figure. It describes how image processing techniques like Sobel filtering can be used to detect edges in an image.
This document provides instructions for using AutoCAD's polyline, multiline, and spline commands to create geometric shapes and architectural drawings. The polyline command is used to create shapes with variable widths. The multiline command is used to draw shapes with offset lines, and different justifications. The spline command draws curved shapes, and the splinedit command edits the control points and tangents of splines. Exercises demonstrate using these commands to design geometric objects, electrical circuits, building walls and openings, and decorative door knockers.
This chapter discusses concepts and theories for design optimization problems, including:
- Defining local and global minima (maxima) for unconstrained and constrained problems. A global minimum is where no other feasible points have a better cost function value. A local minimum is where no other feasible points in the "vicinity" have a better value.
- Optimality conditions that a function must satisfy at its minimum point are discussed. Methods seeking solutions to these conditions are called optimality criteria or indirect methods.
- Classification of optimization approaches as either optimality criteria methods or search methods. Optimality criteria methods are based on the optimality conditions, while search methods iteratively improve initial estimates until conditions are satisfied
1) The document provides instructions for using the basic features and applications of the TI-nspire CAS calculator, including the calculator, graphing, geometry, lists and spreadsheet, notes, and data analysis applications.
2) Key functions and menus are demonstrated for drawing graphs and shapes, performing calculations and regressions, and moving between applications.
3) Examples show how to enter and manipulate equations, tables, text, and geometric objects, as well as perform statistical analysis and regressions using the built-in data tools.
CONSIDER THE INTERVAL [0, ). FOR EACH NUMERICAL VALUE BELOW, IS IT IN THE INT...ViscolKanady
This document contains 10 multiple choice and short answer mathematics questions. The questions cover topics such as intervals, functions, graphs, equations, and economic concepts. For each question, the user is asked to show work, choose an answer among options provided, or state responses in short phrases or single words.
This document describes a linear programming problem involving minimizing the cost of purchasing vitamin pills to meet certain nutritional requirements. A nutritionist recommends consuming at least 2400mg of iron, 2100mg of vitamin B1, and 1500mg of vitamin B2. There are two pill brands available: Brand A costs K6 per pill and contains 40mg iron, 10mg B1, 5mg B2; Brand B costs K8 per pill and contains 10mg iron, 15mg B1, 15mg B2. The goal is to determine the combination of pills that meets the requirements at minimum cost. This is modeled as a linear programming problem and solved graphically using GeoGebra. The optimal solution is found to be purchasing 30 Brand
This document lists keyboard shortcuts for common commands in AutoCAD. It is organized alphabetically by command and provides a brief description of each command's function. Some key shortcuts listed include toggling ortho and snap modes, managing layers and objects, and navigating drawings. The shortcuts allow efficient navigation and editing within AutoCAD drawings.
This document provides an overview of plotting and image processing capabilities in Matlab. It discusses how to generate basic scatter plots and customize axis properties. It also explains how digital images are constructed as arrays and can be displayed, rotated, and converted to grayscale using commands like plot, surf, image, and imagesc. The document demonstrates plotting multiple lines and images on the same figure. It describes how image processing techniques like Sobel filtering can be used to detect edges in an image.
This document provides instructions for using AutoCAD's polyline, multiline, and spline commands to create geometric shapes and architectural drawings. The polyline command is used to create shapes with variable widths. The multiline command is used to draw shapes with offset lines, and different justifications. The spline command draws curved shapes, and the splinedit command edits the control points and tangents of splines. Exercises demonstrate using these commands to design geometric objects, electrical circuits, building walls and openings, and decorative door knockers.
This chapter discusses concepts and theories for design optimization problems, including:
- Defining local and global minima (maxima) for unconstrained and constrained problems. A global minimum is where no other feasible points have a better cost function value. A local minimum is where no other feasible points in the "vicinity" have a better value.
- Optimality conditions that a function must satisfy at its minimum point are discussed. Methods seeking solutions to these conditions are called optimality criteria or indirect methods.
- Classification of optimization approaches as either optimality criteria methods or search methods. Optimality criteria methods are based on the optimality conditions, while search methods iteratively improve initial estimates until conditions are satisfied
1) The document provides instructions for using the basic features and applications of the TI-nspire CAS calculator, including the calculator, graphing, geometry, lists and spreadsheet, notes, and data analysis applications.
2) Key functions and menus are demonstrated for drawing graphs and shapes, performing calculations and regressions, and moving between applications.
3) Examples show how to enter and manipulate equations, tables, text, and geometric objects, as well as perform statistical analysis and regressions using the built-in data tools.
CONSIDER THE INTERVAL [0, ). FOR EACH NUMERICAL VALUE BELOW, IS IT IN THE INT...ViscolKanady
This document contains 10 multiple choice and short answer mathematics questions. The questions cover topics such as intervals, functions, graphs, equations, and economic concepts. For each question, the user is asked to show work, choose an answer among options provided, or state responses in short phrases or single words.
The document describes the linear programming problem and the simplex method for solving it. It provides an example problem of determining the optimal product mix for two products to maximize total income. The summary is:
(1) The example problem involves determining the optimal levels of two products given constraints on raw materials, storage space, and production time to maximize total income.
(2) The simplex method is applied by setting up the linear programming model, identifying entering and leaving variables, and performing row operations to iteratively find a better solution until reaching an optimal solution.
(3) For the example, the optimal solution found through three iterations of the simplex method is to produce 270 units of the first product and 75
This chapter discusses graphically solving optimization problems with two design variables. Key steps include:
1. Plotting constraint boundaries and identifying the feasible region.
2. Drawing objective function contours through the feasible region.
3. Locating the optimum solution by observing objective function values at different points.
The chapter provides an example problem of maximizing profit from manufacturing two products. The problem is formulated and solved graphically in detail using the key steps. Mathematica is also introduced as a tool for implementing the graphical solution procedure on a computer.
The document describes the linear programming model and the simplex method for solving linear programming problems.
The linear programming model involves maximizing a linear objective function subject to linear inequality constraints. Decision variables, constraints, and the objective function are defined.
The simplex method is then described as the process of iteratively finding feasible solutions and improving the objective function value until an optimal solution is reached. The method involves setting up a simplex tableau, identifying entering and leaving variables, and performing row operations to derive new tableaus until an optimal solution is identified where all coefficients in the objective function are positive.
An example problem of determining a product mix is presented to demonstrate applying the linear programming model and solving it step-by
This document provides shortcuts for various AutoCAD commands organized into categories like blocks, common commands, dimensioning, drawing objects, and formatting. It includes over 100 shortcuts in a concise list along with some tips for using blocks and external references in AutoCAD.
The document describes the linear programming model and the simplex method for solving linear programming problems.
The linear programming model involves maximizing a linear objective function subject to linear inequality constraints involving decision variables. The simplex method is then used to solve linear programming problems by iteratively arriving at optimal feasible solutions.
The method involves setting up an initial tableau with slack variables, then selecting entering and leaving variables at each iteration to improve the objective function value, arriving at a final optimal solution where all coefficients in the objective function are positive. An example problem demonstrates applying the simplex method graphically and through tableau iterations to find the optimal product mix for a company.
This document provides instructions on how to create dynamic figures in GeoGebra that show the solution to a system of linear equations and how to graph the derivative of a function. It demonstrates how to insert dynamic text linked to objects, construct two lines defined by sliders, find their intersection point, and display the coordinates. It also shows how to trace the slope of a tangent line to a function as its point of tangency is moved.
Have you ever wonder how Excel sets the upper limit and the lower limit on th...Jennifer ChiaYu Lin
#Data Visualization #algorithm #Infographic
Have you ever wonder how Excel sets the upper limit and the lower limit on the vertical axis of a chart? And how this may lead to a misleading chart?
In my own case, I have not, until one day I found an obvious mistake on Excel’s dual vertical axes chart.
The mistake is resulted from that Excel does not have an algorithm that can address the most important and inevitable question for dual vertical axes charts: “How to set the upper limits and the lower limits on the TWO vertical axes?”. In fact, Excel simply adopts the same algorithm used for its single vertical axis chart on each vertical axis separately. And thus the elongations of the two axes are not coordinated to be the same, which leads to its misleading dual vertical axes charts.
To solve this critical mistake, Graphician invented a patented algorithm that can create 100% correct dual vertical axes chart. And we have also created a trial Excel Add-in which can adjust any dual vertical axes chart created by Excel 2007 or an advanced version with one single click.
You can now download the Add-in at http://www.graphician.com/patent-01.html. We hope you find the Add-in interesting and useful, and we would love to hear your comment about it if any. You may contact us at graphician1122@gmail.com or visit our website: "www.graphician.com" to find more information.
This document provides AutoCAD command shortcuts organized into categories such as Blocks, Common Commands, Drawing Objects, External References, Formatting, Function Keys, Inquiry, Layers, Modifying Objects, Object Selection, Object Snap, and Text. It includes the shortcut, corresponding command, and a brief comment describing what each command does. Tips are also provided throughout. The shortcuts can be used to quickly access commands in AutoCAD without having to navigate menus.
The document discusses various Excel topics including formulas and functions, formatting data, and auditing work. Formulas use cell references and operators to perform calculations. Functions provide pre-written formulas to simplify common tasks like summing a range of cells using the SUM function.
This document provides an overview of key concepts from Chapter 1 of a linear functions textbook, including:
- Solving linear equations and using data to create scatterplots and graph lines
- Finding equations of lines from their graphs or intercepts
- Using linear models to represent real-world situations like business costs and revenues
- Identifying the slope, intercepts, domain and range of linear equations and determining if sets of points represent functions
The chapter content is explained through examples like modeling the costs and profits of a golf cart refurbishing business.
3 multiplication and division of signed numbers 125sTzenma
This document discusses the rules for multiplying signed numbers. It states that to multiply two signed numbers, you multiply their absolute values and use the sign rules. The sign of the product is positive if the factors have the same sign or if there is an even number of negative factors, and negative if the factors have opposite signs or if there is an odd number of negative factors. Examples are provided to illustrate multiplying signed numbers and determining the sign of the product using the even-odd rule. Algebraic notation for multiplication is also discussed.
This document provides shortcuts for various AutoCAD commands organized into categories like blocks, common commands, control keys, and more. It includes 3 or fewer letter shortcuts for commands to quickly access tools for inserting blocks, dimensions, modifying objects, and other drafting tasks. Tips are also provided at the end for using blocks and other functions.
This document provides a summary of AutoCAD command shortcuts organized into categories such as blocks, common commands, coordinate entry, dimensioning, drawing objects, external references, formatting, functions keys, inquiry, layers, modifying objects, object selection, object snap, and text. It includes the keyboard shortcut for each command and a brief description. The shortcuts are intended to help users work more efficiently in AutoCAD by reducing the number of mouse clicks and menu browsing required.
The document discusses how Twitter has been an effective professional learning network for the author. Over the semester, the author followed more accounts that were retweeted by original accounts, growing their PLN. They also gained followers as they contributed to discussions. In the future, the PLN on Twitter will allow the author to draw on a variety of educational resources and discuss techniques with other educators. The author's PLN on Twitter includes education organizations, news services, educational platforms, and divisions of tech companies that provide resources and ideas for using technology in teaching. Overall, Twitter has introduced the author to many important resources and opened communication channels that will help them stay informed on new developments in education.
Humans have an innate need to belong to social groups in order to develop self-worth and feel secure. Being part of a social group influences individual behavior through conformity to social norms and values. Cultural context further shapes world views and beliefs that are resistant to change over generations.
CreativeMornings/Montréal #COLOR slides by Heidi Taillefer (Sept 26th, 2014)CreativeMornings/Montréal
Heidi Taillefer is an artist. She creates paintings and drawings that explore themes of identity, memory, and the human experience. Her work has been exhibited widely across Canada and the United States.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos de alta tecnología y a las exportaciones de bienes de lujo a Rusia. Además, se congelarán los activos de varios oligarcas rusos y se prohibirá el acceso de los bancos rusos a los mercados financieros de la UE.
This document outlines a digital marketing strategy for Browning firearms and outdoors brand. It aims to set Browning apart from competitors, improve public perception of guns, and gain younger customers aged 18-35 worldwide excluding urban areas. The plan includes launching a Browning blog and apps, increasing presence on Facebook, LinkedIn, Twitter, Instagram and Pinterest, and identifying famous hunter spokespeople like Jared Allen, Nick Offerman, or Dick Cheney. The monthly budget is $500,000 allocated across paid search, social media, SEO, mobile, email, and content marketing.
This document discusses cybersecurity issues related to medical devices. It notes that many medical devices are connected wirelessly and vulnerable to hacking. Researchers have demonstrated ways to hack pacemakers and insulin pumps to harm patients. One researcher was able to hack pacemakers and access patient data from 30-50 feet away. The document calls for improved encryption, open-source development, and other solutions to address these risks while maintaining device functionality. The FDA has also begun focusing on cybersecurity of medical devices.
The document describes the linear programming problem and the simplex method for solving it. It provides an example problem of determining the optimal product mix for two products to maximize total income. The summary is:
(1) The example problem involves determining the optimal levels of two products given constraints on raw materials, storage space, and production time to maximize total income.
(2) The simplex method is applied by setting up the linear programming model, identifying entering and leaving variables, and performing row operations to iteratively find a better solution until reaching an optimal solution.
(3) For the example, the optimal solution found through three iterations of the simplex method is to produce 270 units of the first product and 75
This chapter discusses graphically solving optimization problems with two design variables. Key steps include:
1. Plotting constraint boundaries and identifying the feasible region.
2. Drawing objective function contours through the feasible region.
3. Locating the optimum solution by observing objective function values at different points.
The chapter provides an example problem of maximizing profit from manufacturing two products. The problem is formulated and solved graphically in detail using the key steps. Mathematica is also introduced as a tool for implementing the graphical solution procedure on a computer.
The document describes the linear programming model and the simplex method for solving linear programming problems.
The linear programming model involves maximizing a linear objective function subject to linear inequality constraints. Decision variables, constraints, and the objective function are defined.
The simplex method is then described as the process of iteratively finding feasible solutions and improving the objective function value until an optimal solution is reached. The method involves setting up a simplex tableau, identifying entering and leaving variables, and performing row operations to derive new tableaus until an optimal solution is identified where all coefficients in the objective function are positive.
An example problem of determining a product mix is presented to demonstrate applying the linear programming model and solving it step-by
This document provides shortcuts for various AutoCAD commands organized into categories like blocks, common commands, dimensioning, drawing objects, and formatting. It includes over 100 shortcuts in a concise list along with some tips for using blocks and external references in AutoCAD.
The document describes the linear programming model and the simplex method for solving linear programming problems.
The linear programming model involves maximizing a linear objective function subject to linear inequality constraints involving decision variables. The simplex method is then used to solve linear programming problems by iteratively arriving at optimal feasible solutions.
The method involves setting up an initial tableau with slack variables, then selecting entering and leaving variables at each iteration to improve the objective function value, arriving at a final optimal solution where all coefficients in the objective function are positive. An example problem demonstrates applying the simplex method graphically and through tableau iterations to find the optimal product mix for a company.
This document provides instructions on how to create dynamic figures in GeoGebra that show the solution to a system of linear equations and how to graph the derivative of a function. It demonstrates how to insert dynamic text linked to objects, construct two lines defined by sliders, find their intersection point, and display the coordinates. It also shows how to trace the slope of a tangent line to a function as its point of tangency is moved.
Have you ever wonder how Excel sets the upper limit and the lower limit on th...Jennifer ChiaYu Lin
#Data Visualization #algorithm #Infographic
Have you ever wonder how Excel sets the upper limit and the lower limit on the vertical axis of a chart? And how this may lead to a misleading chart?
In my own case, I have not, until one day I found an obvious mistake on Excel’s dual vertical axes chart.
The mistake is resulted from that Excel does not have an algorithm that can address the most important and inevitable question for dual vertical axes charts: “How to set the upper limits and the lower limits on the TWO vertical axes?”. In fact, Excel simply adopts the same algorithm used for its single vertical axis chart on each vertical axis separately. And thus the elongations of the two axes are not coordinated to be the same, which leads to its misleading dual vertical axes charts.
To solve this critical mistake, Graphician invented a patented algorithm that can create 100% correct dual vertical axes chart. And we have also created a trial Excel Add-in which can adjust any dual vertical axes chart created by Excel 2007 or an advanced version with one single click.
You can now download the Add-in at http://www.graphician.com/patent-01.html. We hope you find the Add-in interesting and useful, and we would love to hear your comment about it if any. You may contact us at graphician1122@gmail.com or visit our website: "www.graphician.com" to find more information.
This document provides AutoCAD command shortcuts organized into categories such as Blocks, Common Commands, Drawing Objects, External References, Formatting, Function Keys, Inquiry, Layers, Modifying Objects, Object Selection, Object Snap, and Text. It includes the shortcut, corresponding command, and a brief comment describing what each command does. Tips are also provided throughout. The shortcuts can be used to quickly access commands in AutoCAD without having to navigate menus.
The document discusses various Excel topics including formulas and functions, formatting data, and auditing work. Formulas use cell references and operators to perform calculations. Functions provide pre-written formulas to simplify common tasks like summing a range of cells using the SUM function.
This document provides an overview of key concepts from Chapter 1 of a linear functions textbook, including:
- Solving linear equations and using data to create scatterplots and graph lines
- Finding equations of lines from their graphs or intercepts
- Using linear models to represent real-world situations like business costs and revenues
- Identifying the slope, intercepts, domain and range of linear equations and determining if sets of points represent functions
The chapter content is explained through examples like modeling the costs and profits of a golf cart refurbishing business.
3 multiplication and division of signed numbers 125sTzenma
This document discusses the rules for multiplying signed numbers. It states that to multiply two signed numbers, you multiply their absolute values and use the sign rules. The sign of the product is positive if the factors have the same sign or if there is an even number of negative factors, and negative if the factors have opposite signs or if there is an odd number of negative factors. Examples are provided to illustrate multiplying signed numbers and determining the sign of the product using the even-odd rule. Algebraic notation for multiplication is also discussed.
This document provides shortcuts for various AutoCAD commands organized into categories like blocks, common commands, control keys, and more. It includes 3 or fewer letter shortcuts for commands to quickly access tools for inserting blocks, dimensions, modifying objects, and other drafting tasks. Tips are also provided at the end for using blocks and other functions.
This document provides a summary of AutoCAD command shortcuts organized into categories such as blocks, common commands, coordinate entry, dimensioning, drawing objects, external references, formatting, functions keys, inquiry, layers, modifying objects, object selection, object snap, and text. It includes the keyboard shortcut for each command and a brief description. The shortcuts are intended to help users work more efficiently in AutoCAD by reducing the number of mouse clicks and menu browsing required.
The document discusses how Twitter has been an effective professional learning network for the author. Over the semester, the author followed more accounts that were retweeted by original accounts, growing their PLN. They also gained followers as they contributed to discussions. In the future, the PLN on Twitter will allow the author to draw on a variety of educational resources and discuss techniques with other educators. The author's PLN on Twitter includes education organizations, news services, educational platforms, and divisions of tech companies that provide resources and ideas for using technology in teaching. Overall, Twitter has introduced the author to many important resources and opened communication channels that will help them stay informed on new developments in education.
Humans have an innate need to belong to social groups in order to develop self-worth and feel secure. Being part of a social group influences individual behavior through conformity to social norms and values. Cultural context further shapes world views and beliefs that are resistant to change over generations.
CreativeMornings/Montréal #COLOR slides by Heidi Taillefer (Sept 26th, 2014)CreativeMornings/Montréal
Heidi Taillefer is an artist. She creates paintings and drawings that explore themes of identity, memory, and the human experience. Her work has been exhibited widely across Canada and the United States.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos de alta tecnología y a las exportaciones de bienes de lujo a Rusia. Además, se congelarán los activos de varios oligarcas rusos y se prohibirá el acceso de los bancos rusos a los mercados financieros de la UE.
This document outlines a digital marketing strategy for Browning firearms and outdoors brand. It aims to set Browning apart from competitors, improve public perception of guns, and gain younger customers aged 18-35 worldwide excluding urban areas. The plan includes launching a Browning blog and apps, increasing presence on Facebook, LinkedIn, Twitter, Instagram and Pinterest, and identifying famous hunter spokespeople like Jared Allen, Nick Offerman, or Dick Cheney. The monthly budget is $500,000 allocated across paid search, social media, SEO, mobile, email, and content marketing.
This document discusses cybersecurity issues related to medical devices. It notes that many medical devices are connected wirelessly and vulnerable to hacking. Researchers have demonstrated ways to hack pacemakers and insulin pumps to harm patients. One researcher was able to hack pacemakers and access patient data from 30-50 feet away. The document calls for improved encryption, open-source development, and other solutions to address these risks while maintaining device functionality. The FDA has also begun focusing on cybersecurity of medical devices.
Lung cancer is an epidemical disease, annually there are 1.4 million deaths and about 1.6 million new cases.
More people die of lung cancer than of colon, breast, and prostate cancers combined.
Lung cancer mainly occurs in older people. About 2 out of 3 people diagnosed with lung cancer are older than 65.
Fewer than 3% of all cases are found in people under the age of 45. The average age at the time of diagnosis is about 71.
The chance that a man will develop lung cancer is about 1 in 13, for a woman, the risk is about 1 in 16, These numbers include both smokers and non-smokers. For smokers the risk is much higher, while for non-smokers the risk is lower.
Lung cancer incidence rates were around twice as high in more developed countries compared with less developed countries
William Blake was an English poet born in 1757 in London. At age 12, he began writing poetry. In 1789, he became an engraver and was admitted to the Royal Academy of Art's School of Design. In 1782, he married Catherine Boucher. One of his most famous poems, "The Tyger", was written in 1794 and questions who could have created such a fearful creature as the tiger with its "fearful symmetry". The poem explores the duality of creation between both gentle and fierce aspects of nature. Blake used the poem to express himself and account for real negative forces he observed in the universe.
The document proposes a marketing campaign called the "Crossfit Challenge" targeting 18-30 year old active gym members. It involves participants uploading before and after photos over 3 months to social media with the hashtag #CrossfitChallenge, with the winner receiving free Crossfit apparel. The goal is to promote Crossfit workouts and show their effectiveness at changing bodies in order to attract more members and traffic to Crossfit gyms and websites. The total proposed budget is $102,100.
Principles of the cognitive level of analysisvictoriajol777
Mental representations guide behavior by interpreting sensory information through personal knowledge and experiences to form individual meanings and understandings. Cognitive theories examine memory, perception, attention, motor skills, language, and visual/spatial processing, and how these cognitive abilities manifest in behaviors and are influenced by social and cultural factors like education, gender, traditions, and family relationships.
Decreases Expression of PGC-1α in the Alzheimer Disease Brain Impaire Mitocho...rana alhakimi
Alzheimer is the most neurodegenerative disorder in the aged people. It is characterized by senile, accumulation of amyloid plaque, neurofibrillary tangle and progressive decline in brain memory cells.
Alzheimer disease is associated with inflammatory response, synaptic damage and mitochondrial dysfunctions which are a prominent and early feature of Alzheimer disease.
XCI is a dosage-compensation mechanism that evolved to equalize expression levels of x-linked genes in female (2x) and male (1x) by transcriptional silencing of one x-chromosome in female mammalian cells.
XIC
It is responsible for initiating X inactivation in cis: an X-chromosome fragment that carries a Xic can become
inactivated, whereas one in which the Xic is missing cannot.
The Xic is also involved in ‘counting’, whereby only a single X is kept active per two sets of autosomes in a cell, and all other Xic-carrying chromosomes are inactivated.
**11 ways to be brave everyday**
It’s hard to be brave.
Because bravery requires you to be honest with yourself.
It requires you to look inside your heart and find a genuine reason to fight.
It cannot be money.
It has to be something bigger.
Something you truly believe in.
When you find it, everything changes.
A flaw can turn into an asset. Fear becomes a motive
and comfort becomes the enemy.
Jeff Lee will expose people and brands who were brave enough to face their flaws and turn them into assets and anthems.
1. The document provides instructions for using GeoGebra to explore functions and derivatives. It describes how to enter functions, find points and slopes, and export figures to the clipboard.
2. The instructions guide the user to define a polynomial function f(x), create a point A on the graph, find the tangent line and slope at A, and connect these to form the slope function.
3. The user is then shown how to export the GeoGebra drawing to the clipboard and insert it into a word processing document. Reducing the size of the image while maintaining scale is also discussed.
Using microsoft excel for weibull analysisMelvin Carter
A simple introduction to reliability analysis of components. Though this lacks explanations of the calculated steps it shows how simple analysis can be. Note that it only addresses the Weibull distribution. It does share how to look elsewhere if the Weibull shape parameter is not near the ideal three(3).
ENGR 102B Microsoft Excel Proficiency LevelsPlease have your in.docxYASHU40
ENGR 102B: Microsoft Excel Proficiency Levels
Please have your instructor or TA initial each level as you complete it. If you need additional help, ask the TAs or use the help guide within Excel.
Once you master Excel Levels I through IV, you can note Excel as a skill on your resume!
Please see D2L Content for this week for your Excel Homework assignment (individual), which is due via D2L Dropbox by the due date specified in the D2L News for your section.
If you use a Mac, please be sure to submit your homework in a format that the grader and instructor can open on a PC.
Level I: Basic Functions Initials _______
1. Calculating an Average: Calculate the arithmetic average of the 5 values listed below. Enter the values in cells A2 through A6. Place a descriptive label in cell A1.
3.6, 3.8, 3.5, 3.7, 3.6
First, calculate the average the long way, by summing the values and dividing by 5:
You will enter the following formula into a blank cell to accomplish this:
=(A2+A3+A4+A5+A6)/5
Second, calculate the average using Excel’s AVERAGE( ) function by entering the following formula in a cell:
=AVERAGE(cellrange)
Replace the “cellrange” with the actual addresses in your spreadsheet of the range of cells holding the five values (i.e., for this problem, the cell range is A2:A6).
2. Determining Velocities (in kph): Some friends at the University of Calgary are coming south for spring break. Help them avoid a speeding ticket by completing a velocity conversion worksheet that calculates the conversion from mph to kph in increments of 10 from 10 to 100. A conversion factor you will need is 0.62 miles/km; you will need this factor to convert from miles/hour to km/hour. Place the conversion factor in its own cell and then reference it in your conversion calculations using absolute cell referencing (e.g., $C$2). Refer to the CBT video on Absolute and Relative Cell Referencing from the “Preparation for the Excel Workshop” assignment if you don’t remember how to do this.
Level II: Advanced Functions Initials _______
1. Projectile Motion I: (See following page for Fig. 1 Excel chart) A projectile is launched at the angle 35o from the horizontal with a velocity equal to 30 m/s. Neglecting air resistance and assuming a horizontal surface, determine how far away from the launch site the projectile will land.
To answer this problem, you will need:
1. Excel’s trigonometry functions to handle the 35o angle, and
2. Equations relating distance to velocity and acceleration
When velocity is constant, as in the horizontal motion of our particle (since we’re neglecting air resistance), the distance traveled is simply the initial horizontal velocity times the time of flight:
(Equation 1)
What keeps the projectile from flying forever is gravity. Since the gravitational acceleration is constant, the vertical distance traveled becomes
(Equation 2)
Because the projectile ends up back on the ground, the final value of y is zero (a hor ...
This document discusses various methods for improving the performance of multiplication operations, including using shifts and adds instead of actual multiplication, and Booth's algorithm. It examines these methods through examples of multiplying pairs of hexadecimal numbers. Booth's algorithm works by repeatedly adding or subtracting the multiplicand based on examining pairs of bits in the multiplier, allowing multiplication to be performed with only shifts. The document also covers non-restoring and non-performing division algorithms.
This document provides instructions for using a graphing calculator to explore linear inequalities and integer addition visually. It guides the user to create sliders and points on a number line to represent linear expressions and the addition of integers. Adjusting the sliders allows observation of how changing the variables affects the linear inequality and integer sum. The final construction enhances understanding through an interactive visualization of these mathematical concepts.
The document discusses arithmetic operators in C including addition, subtraction, multiplication, division, and modulus. It provides examples of each operator and notes that division by zero is undefined. It also covers operator precedence and using parentheses to change the order of evaluation. The document recommends developing programs incrementally by adding small pieces of functionality at a time rather than trying to code the whole program at once.
Using Microsoft Excel for Weibull Analysis by William DornerMelvin Carter
I placed the original Quality Digest article (1/1/1999) in Word to clarify the equations used to perform analysis on a data set have Weibull distribution characteristics.
Math 107 Final ExaminationSummer, 20151Math 107 College Algebr.docxandreecapon
Math 107 Final ExaminationSummer, 20151
Math 107 College AlgebraName______________________________
Final Examination: Summer, 2015Instructor __Professor Feinstein________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
(
Please sign (or type) your name below the following honor statement:
I have completed this
final examination
myself,
working independently and not consulting anyone except the instructor.
I have neither given nor received help on this final examination.
Name ____________
______
___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answers:
(a)
(b)
Work/for part (a) and explanation for part (b):
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers:
(a)
(b)
Work for (b):
30
Answer:
Work:
College Algebra MATH 107 Summer, 2015, V1.4
Page 1 of 11
MATH 107 FINAL EXAMINATION
This is an open-book exam. You may refer to your text and other course materials as you work
on the exam, and you may use a calculator. You must complete the exam individually.
Neither collaboration nor consultation with others is allowed.
Record your answers and work on the separate answer sheet provided.
There are 30 problems.
Problems #1–12 are Multiple Choice.
Problems #13–21 are Short Answer. (Work not required to be shown)
Problems #22–30 are Short Answer with work required t ...
This document contains a student worksheet for investigating vectors in 2D and 3D using Autograph software. It includes tasks on expressing vectors in terms of other vectors, finding vector equations of lines given conditions, calculating lengths and angles of vectors, and using vectors to solve geometric problems in 2D and 3D. The worksheet guides students through using Autograph's vector tools to explore and check their work.
M166Calculus” ProjectDue Wednesday, December 9, 2015PROJ.docxinfantsuk
M166
“Calculus” Project
Due: Wednesday, December 9, 2015
PROJECT WORTH 50 POINTS –
1) NO LATE SUBMISSIONS WILL BE ACCEPTED
2) COMPLETED PROJECTS NEED TO BE LEGIBLE
I. Computing Derivatives (slope of curve at a point) of polynomial functions.
For each of the following functions in a.-e. below perform the following three steps:
1. compute the difference quotient
2. simplify expression from part 1. such that h has been canceled from the denominator
3. substitute and simplify
a.
b.
c.
d.
e. consider , using the results from parts a. through d.,
f. find a general formula for (steps 1 through 3 performed).
II. Show that
Consider the unit circle with in standard position in QI.
a. show that the area of the right triangle (see diagram) is
b. show that the area of the sector (see diagram) is
c. show that the area of the acute triangle (see diagram)
d. set up the inequality
e. multiply the inequality in part d. by . (direction of inequalities is unchanged)
f. take the reciprocal of each term from part e. The direction of the inequality must be reversed because .
g. plug in 0 for for only. The result should be
III. Show that
a. multiply by
b. use trigonometric identity to rewrite the numerator of the expression in part a. in terms of
c. factor the expression in part b. with one factor equal to . (find remaining factor).
d. use the fact that and substitute in the second factor (result is 0)
IV. Show that derivative of
a. find the difference quotient for
(use sum angle formula )
b. factor out of the two terms in the numerator with in part a
c. split up the expression in part b with each term over the denominator h
d. use identities to simplify part c. to
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MATH133: Unit 3 Individual Project 2B Student Answer Form
Name (Required): ____Michael Magro_________________________
Please show all work details with answers, insert the graph, and provide answers to all the critical thinking questions on this form for the Unit 3 IP assignment.
A version of Amdah ...
Exponential-Function.pptx general MathematicsPrinCess534001
This document covers exponential functions including:
- Representing exponential functions through tables, graphs, and equations.
- Finding the domain, range, intercepts, zeros, and asymptotes of exponential functions.
- Graphing exponential functions and describing how they increase or decrease based on the base value.
- Transformations of exponential functions including reflections across axes and translations.
- Properties of natural exponential functions where e is the base.
This document provides instructions for creating interactive Excel spreadsheets called "Excelets" that can be used as educational tools. It discusses using variables, formatting controls like scroll bars, and designing the Excelets to be viewed full screen. The goal is to create dynamic graphs that allow users to explore concepts like how changing coefficients impacts quadratic functions.
Here are a few ways to find the highest, second highest, etc. values in a column in Excel:
1. Use the LARGE function:
- To find the highest value: =LARGE(A1:A10,1)
- To find the second highest value: =LARGE(A1:A10,2)
- And so on, increasing the second argument by 1 each time
2. Use the SMALL function (opposite of LARGE):
- To find the second highest value: =SMALL(A1:A10,2)
- To find the third highest value: =SMALL(A1:A10,3)
3. Sort
Labs/Lab5/Lab5_Excel_SH.htmlLab 5: SpreadsheetsLearning Outcomes and IntroductionTask 1: Powers of 2, Powers of 10 Task 2: Importing and Sorting DataTask 3: Graphing DataTask 4: FunctionsSubmission
Learning Outcomes and Introduction
During this process, you will be able to: Demonstrate your ability to layout and format a spreadsheetDemonstrate the use of relative vs. absolute references in spreadsheetsDemonstrate the use of functions in ExcelDemonstrate the use of IF and VLOOKUP in Excel
Task 1:Powers of 2, Powers of 10 (20 marks)Instructions
There is a reasonably close relationship between the powers of two and the powers of ten: 210 is a little more than 103, that is, 1024 is close to 1000. Similarly, 220 is more than 106
and the ratio is 1.049. The approximation is pretty good for a long distance though eventually it breaks down. Your task is to make a spreadsheet that shows
how good the approximation is and find the place where the ratio first becomes greater than 2.
Start your spreadsheet program (such as Excel)
Enter Data:
Put the numbers 0, 1, 2, ...,40 into column A.Put into column B a formula that will compute 2 raised to the power 10 times the value in column A. Put into column C a formula that will compute 10 raised to the power 3 times the value in column A.Put into column D a formula that will compute the ratio of B over C, that is, the ratio of how good or bad the
approximation is.Set the cell format for column D to display exactly two digits after the decimal point.
Prepare a Chart:
Select the correct range to create a chart that shows the ratio changing for the 40 rows.Use the chart wizard ("Insert>Chart>Column" or this icon ) to create a graph that shows the ratio.Move the chart so that is beside your data as shown in the picture below.
Add an appropriate chart title and remove the " legend"
Save Worksheet:
In this lab, you will be using a new sheet for each part, each with its own name. For task1, double-click on the tab that
says Sheet1
Type the name Power2 in its place.Save the spreadsheet in a file called lab5_Firstname_Lastname under the folder COMP152\Lab5
Side Note: the spreadsheet application you are using will add the correct filename extension)
Do this with as little typing and as much use of Excel's extension feature as possible; you can probably do it by typing no more
than two or three rows and then extending them. Your table should look like this when done, except that it will have more rows, more data in the graph,
and a highlighted row towards the end:
Note: In the example below, numbers are displayed as "floating point". You do not have to
format that way, most of us prefer more common looking number formats (comma style?).
No matter what format and number of decimal places you choose to display - the spreadsheet
software is actually using floating point in the background to ensure maximum accur ...
In Section 1 on the Data page, complete each column of the spreads.docxsleeperharwell
In Section 1 on the Data page, complete each column of the spreadsheet to arrive at the desired calculations. Use Excel formulas to demonstrate that you can perform the calculations in Excel. Remember, a cell address is the combination of a column and a row. For example, C11 refers to Column C, Row 11 in a spreadsheet.
Reminder: Occasionally in Excel, you will create an unintentional circular reference. This means that within a formula in a cell, you directly or indirectly referred to (back to) the cell. For example, while entering a formula in A3, you enter =A1+A2+A3. This is not correct and will result in an error. Excel allows you to remove or allow these references.
Hint: Another helpful feature in Excel is Paste Special. Mastering this feature allows you to copy and paste all elements of a cell, or just select elements like the formula, the value or the formatting.
"Names" are a way to define cells and ranges in your spreadsheet and can be used in formulas. For review and refresh, see the resources for Create Complex Formulas and Work with Functions.
Ready to Begin?
1. To calculate
hourly rate, you will use the annual hourly rate already computed in Excel, which is 2080. This is the number most often used in annual salary calculations based on full time, 40 hours per week, 52 weeks per year. In E11 (or the first cell in the
Hrly Rate column), create a formula that calculates the hourly rate for each employee by referencing the employee’s salary in Column D, divided by the value of annual hours, 2080. To do this, you will create a simple formula:
=D11/2080. Complete the calculations for the remainder of Column E. If you don’t want to do this cell by cell, you can create a new formula that will let you use that same formula all the way to the end of the column. It would look like this:
=$D$11:$D$382/2080.
2. In Column F, calculate the
number of years worked for each employee by creating a formula that incorporates the date in cell F9 and demonstrates your understanding of relative and absolute cells in Excel. For this, you will need a formula that can compute absolute values to determine years of service. You could do this longhand, but it would take a long time. So, try the
YEARFRAC formula, which computes the number of years (and even rounds). Once you start the formula in Excel, the element will appear to guide you. You need to know the “ending” date (F9) and the hiring date (B11). The formula looks like this:
=YEARFRAC($F$9,B11), and the $ will repeat the formula calculation down the column as before if you grab the edge of the cell and drag it to the bottom of the column.
3. To determine if an employee is
vested or not In Column I, use an
IF statement to flag with a "Yes" any employees who have been employed 10 years or more. Here is how an IF statement works:
=IF(X is greater (or less th.
Solution of a simplex problem using excelSafdar Ali
The document provides instructions for using Excel's Solver add-in to solve a linear programming problem. It describes how to set up a worksheet to model the objective function and constraints, then uses the Solver to find the optimal solution. Key steps include installing the Solver add-in, entering coefficients and variables, setting the target cell and changing cells, adding constraints, and using the Solve button to find the maximum value that satisfies all constraints. The solution reported is x=2 and y=3.
Calculus Application Problem #3 Name _________________________.docxhumphrieskalyn
Calculus Application Problem #3 Name __________________________________________
The Deriving Dead! Due at the beginning of class ______________________
Introduction: Imagine that you are one of many people at a “party” and that, unknown to everyone else, one
person was bitten by a zombie on the way to the party! How quickly will the “zombiepocalypse” spread, and
what are the chances that you will leave the party as a zombie? The objective of this activity is to create a
mathematical model that describes the spread of a disease (such as a zombie virus) in a closed environment, and
then apply calculus concepts to this mathematical model.
Collecting the Data:
Let’s collect some data from an activity that will simulate the spread of a communicable disease over a period of
time, divided into “stages”.
The number of people in our “closed environment” is ________________
1
1
131211109876543210
Number
of Total
Infected
Number
of Newly
Infected
Stage
Number
Applying Calculus to the Data:
1. Using the data from the chart, make a scatterplot of the "Stage Number" (in L1) vs. the "Number of Total
Infected" (in L2). Sketch the scatterplot below. Connect the data points to create a continuous function for Y(t).
2. Using the data that was collected in the activity, answer the following questions about the derivative
function Y’(t), which represents the instantaneous rate of change of the number of infected at any stage.
Consider the domain to be [ 0 , 13 ].
a. When, if ever, is Y’(t) positive? ____________________________________
b. When, if ever, is Y’(t) negative? ___________________________________
c. When, if ever, is Y’(t) increasing? ____________________________________
d. When, if ever, is Y’(t) decreasing? ____________________________________
e. From your answers above, sketch a graph of Y’(t) below.
f. The t-value where Y’(t) changes from increasing to decreasing is the inflection point on Y(t).
According to the data in the chart, this occurs when t = _________, and the corresonding “y-value”
is ________.
(Note: We will check this later in the problem!)
Finding a Logistic Function that Models the Data
3. Since the data (should) appear to be a model for a logistic function, we need to find a function in the
form:
Y(t ) =
c
1 + a ⋅ e− b⋅t
,
where t represents the stage number and Y(t) represents the total number of infected people in stage t.
Therefore, we need to find values for the three constants a, b, and c. The value of c should be easy. For our
activity,
c = _________
To find a, use the initial point ( 0 , 1 ). Substitute this ordered pair, with the value of c into our logistic model and
solve for a. Show your work below.
a = _______________
To find b, the last constant in the model, we need another ordered pair. Let’s use an ordered pair near the middle
of the data, say during Stage #7.
Record this ordered pair: ( 7 , _________)
Substitut ...
Exploratory data analysis is an approach consisting of tools that help you understand your data easily. These tools can be used with minimal knowledge of statistics.
EDA tools are presented here by The School of Continuous Improvement with the main purpose of anyone wanting to use these tools to be able to use them.
This document describes an assignment to write a Matlab function that transforms a matrix A and vector b into upper triangular form to solve simultaneous equations. Students are provided with 6 example matrices A and vectors b to test their function on. They must return the solution vector x, transformed matrix A', and vector b'. The function must include error checking to ensure valid input dimensions.
This document provides instructions for using GeoGebra to graph and explore functions and polynomials. It discusses how to create points, lines, and functions by entering their equations or using tools. It also describes how to create sliders to manipulate the parameters of linear and quadratic equations, and explores how changing the parameters affects the graphs. The document demonstrates finding roots, extrema, and drawing tangents for cubic polynomials with adjustable parameters.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
1. GeoGebra Workbook 5
GeoGebra Workbook 5
Dynamic Colours,
Spreadsheet, Vectors,
Calculus & Animation
Paddy Johnson and Tim Brophy
www.ul.ie/cemtl/
Table of Contents
1. Dynamic Colours 2
2. Newton-Raphson and the Spreadsheet 3
3. Addition and Subtraction of Vectors 4
4. Integration — Area between Two Curves 7
5. Animating the Sine Function 9
6. Challenge: 2008 Ordinary Level Paper 2 - Question 2 11
Regional Centre for Excellence in Mathematics Teaching and Learning
2. GeoGebra Workbook 5
1 - Dynamic Colours
Preparation
Open a new GeoGebra file.
Hide the algebra window and the coordinate
axes. (View menu).
You can view the file dynamic.html to see the
completed product.
A dynamic colour is a colour that depends on some dynamic variable. As the variable changes
the colour changes also. We will need this in the next section but it can also brighten up many
of your existing files. Colours on the computer monitor can be described in different ways. The
method that GeoGebra uses is to mix the three colours Red, Green and Blue. The values can
take on any number between 0 and 1. (They can also, for computer programming reasons take
on any value between 0 and 255. GeoGebra will deduce which system is being used.)
Step-by-step Instructions
1. Create the slider a to go from 0 to 1 in steps of 0 ⋅ 01
2. Create the slider b to go from 0 to 1 in steps of 0 ⋅ 01
3. Create the slider c to go from 0 to 1 in steps of 0 ⋅ 01
4. Create a circle in the Drawing Pad.
5.
In the properties dialog for the circle click on the Style tab and make the filling
100 by dragging the arrow.
6.
Click on the Advanced tab. In the Dynamic Colors type in a for Red, b for
Green and c for Blue.
Tasks: Move the sliders and see the way the mix of colours works. Use the Properties to enhance
your file.
Regional Centre for Excellence in Mathematics Teaching and Learning Page 2
3. GeoGebra Workbook 5
2 - Newton-Raphson and the Spreadsheet
Preparation
Open a new GeoGebra file.
Hide the algebra window. Show the Spread-
sheet View. (View menu).
Change the labelling setting to “No New Ob-
jects” (menu Options → Labelling).
Right click on the Drawing Pad to bring up the
edit menu and change x:y = 1:5
You can view the file spread.html to see the
completed product.
The purpose of this section is to introduce you to the use of the spreadsheet. The cells of the
spreadsheet can contain any GeoGebra object: numbers, text, points, lines etc. This way of
using GeoGebra is ideal for procedures that have a high degree of iteration. The calculation
need only be done once and by dragging cells in the spreadsheet, similar to Microsoft Excel, it
is then repeated as many times as required.
Recall that if we are looking for a root of the equation f(x) = 0 the Newton-Raphson method
tells us to guess a root, x1 and then a better approximation will be given by
x2 = x1 −
f(x1)
f′(x1)
We then iterate this procedure as many times as required to get the accuracy we desire.
The individual cells in the spreadsheet are referred to using a coordinate system. The Rows
(across) are labelled with numbers and the Columns (down) with letters. The cell at the top left
is cell A1. The one beside this is B1. The cell below B1 is B2 and so on.
The following commands are all typed in the Input field.
Step-by-step Instructions
1. Create a point on the x-axis by typing
A1 = Point[xAxis]
and drag it to (1,0).
2. Create the function, f(x) by typing
f(x) = x ∧ 2 − 5
3. Create the point on f(x) by typing
B1 = (x(A1), f(x(A1)))
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4. GeoGebra Workbook 5
4. Create the line segment joining these two points by typing
C1 = Segment[A1, B1]
5. The tangent at the point of contact is
D1 = Tangent[B1, f]
6. The second guess is where this tangent intersects the x-axis
E1 = Intersect[D1, xAxis]
7. Begin the iteration by typing
A2 = E1
8. Continue the iteration as follows:
Click and drag your mouse over cells B1 to E1. The selected cells will be
surrounded by a blue border as you drag. There will be a blue box at the
bottom right corner of cell E1 when you have this done. Catch this box with
the mouse and drag down to the bottom of cell E2. If you make a mistake just
use the Undo.
9.
To complete ten iterations select cells A2 to E2 and use the box in the bottom
right corner to drag down to row 10.
Tasks: Drag the first point that you created along the x-axis in order to see the manner in which
the rate of convergence depends on the guess.
Can you repeat the construction but use a slider for the first guess so that the subsequent steps
could be animated? Your first command would be A1 = (Guess,f(Guess))
In the file on the Internet, spread.html, you will notice that there is a slider, a, that controls
whether a particular iteration is visible or not. The method of doing this is quite long and
tedious so I have separated it from the main instructions and placed it in the file Workbook5
Additions.pdf.
3 - Addition and Subtraction of Vectors
Preparation
Open a new GeoGebra file.
Hide the algebra window, the coordinate axes
and the spreadsheet. (View Menu).
Change the labelling setting to “New Points
Only”
(menu Options → Labelling).
You can view the file vec.html to see the com-
pleted product.
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5. GeoGebra Workbook 5
Step-by-step Instructions
1. Create the point O by typing into the Input box:
O = Intersect[xAxis, yAxis]
2. Click twice in the Drawing Pad to create the points A and B
3.
Click on O and A to create the vector u =
→
OA, and then on O and B to create
the vector v =
→
OB
4.
Create three sliders: r,s and t. In each case let them vary between 0 and 1 in
steps of ⋅01
5.
From the Properties dialog choose Show Label → Caption for each number r,s
and t. Give them the captions:
r: Translate
s: Move along OA
t: Move along OB
6. In the Input field type
w = Translate[v, r ∗ A]
to create the vector w which is the image of
→
OB by the translation r
→
OA
7. In the Input field type
A′ = s ∗ A
to create the point A′. In the Properties dialog show its caption and give it the
caption O
8. In the Input field type
B′ = Translate[B, u]
to create the point B′ which is the image of B by the vector
→
OA. Show its
caption and give it the caption B
9. In the Input field type
C = t ∗ B′ + (1 − t) ∗ A
to create the point C which will move along the vector
→
AB′. Show its caption
and give it the caption O
10. Click on O and B′ to create the vector z =
→
A + B
The next step in this process is to introduce some boolean variables in order to control when var-
ious steps are visible. We will also want to set various conditions in the Advanced tab of most
items. We will start this process by creating two checkboxes to allow the user decide between
watching the Addition or Subtraction of two vectors. Before you do this set the three sliders to 0.
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6. GeoGebra Workbook 5
Recall that the Boolean variables are given by:
?
= Tests for equality ≠ Tests for Inequality ¬ Logical Not
∧ Logical And ∨ Logical Or
We can use the Boolean variables to force the students to carry out the operations in the correct
order.
11.
Use this twice to create two checkboxes a and b. Give a the caption Addition
and b the caption Subtraction.
We want to ensure that the student cannot try to do addition and subtraction at the same time.
This means that if the student ticks in the addition checkbox the subtraction checkbox should
disappear and vice-versa. This can be easily accomplished by using the Advanced tab in the
Properties dialog to make the condition for a to be visible ¬b. Similarly the condition for b to be
visible is ¬a. This means that whenever a is checked, b disappears and whenever b is checked a
disappears.
However, the situation is a little more complicated. We do not want the students to change
their minds in the middle of an activity and produce a mess that is some weird combination of
addition and subtraction. We can fix this by making the checkboxes disappear as soon as the
first activity, translation, starts. This means that the checkboxes should be invisible if r ≠ 0
(r is the slider that represents translation) as well as satisfying the previous condition. When
we want two different conditions true at the same time we use the Logical And. So for check-
box a the condition will be (¬b) ∧ r
?
= 0 and similarly for checkbox b the condition will be
(¬a) ∧ r
?
= 0
If you are looking at this page on a computer you
will see a movie on the right. Play this movie and
note that the order in which steps are carried out is
very important. We want the students to translate
the vector
→
OB to the point A first. Then we want to
move the point O along
→
OA and then up along
→
AB.
This means that we do not want the sliders s and t to
be available to the students until they have used the
slider r to translate the vector
→
OB so that it begins at
the point A.
We will use Boolean variables to accomplish this. In order for the ‘Translate’ slider to be visible
we want ‘Addition’ checked and the slider s to have the value 0. This is a ∧ s
?
= 0
The conditions for s to be visible are (i) ‘Addition’ is checked, (ii) r = 1 and (iii) t = 0. This is
a ∧ r
?
= 1 ∧ t
?
= 0
Open the Properties dialog and type in the following commands.
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7. GeoGebra Workbook 5
12. Select the Boolean Value a. In the Advanced Tab put in
(¬b) ∧ r
?
= 0
which will ensure that the checkbox is only visible if b is unchecked and the
slider r is 0.
13. Select the Number r. In the Advanced Tab put in
a ∧ s
?
= 0
14. Select the Number s. In the Advanced Tab put in
a ∧ r
?
= 1 ∧ t
?
= 0
15. Select the Number t. In the Advanced Tab put in
a ∧ s
?
= 1
16. Select the Point A′. In the Advanced Tab put in
a ∧ s > 0 ∧ t
?
= 0
17. Select the Point B′. In the Advanced Tab put in
a ∧ r
?
= 1
18. Select the Point C. In the Advanced Tab put in
a ∧ t > 0
19. Select the vector w. In the Advanced Tab put in
a ∧ r > 0
20. Select the vector z. In the Advanced Tab put in
a ∧ t
?
= 1
21.
Type in the following text and use the advanced tab to ensure it is only visible
when a is true:
Translate the vector OB to begin at A.
Move the point O along the vector OA.
Now move it along the image of OB to get A + B.
22. Create the point G by typing in the Input field G = (A + B)/2 and hide G.
23.
Type in the text “A + B”. Attach it to the point G and make the condition to
view it a ∧ t
?
= 1
Tasks: Use the Properties dialog to fix the colours and positions of objects.
We have made no use of the Subtraction checkbox yet. Try to complete the applet in order
to allow the construction of ⃗B − ⃗A. This should only be visible if the Addition checkbox is
unchecked and the Subtraction checkbox is checked. Begin by constructing the vector − ⃗A. You
can easily do this by constructing the point D = −A. After this follow the same procedure
as was used for the addition of two vectors. Remember you can view the completed file at
vec.html. You may prefer to use a different approach than the one shown, for example a type of
parallelogram rule.
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8. GeoGebra Workbook 5
4 - Integration — Area between Two Curves
Preparation
Open a new GeoGebra file.
Show the algebra window and the
coordinate axes. (View Menu).
Change the labelling setting to “New
Points Only”
(menu Options → Labelling).
You can view the file area.html to see
the completed product.
GeoGebra is able to find the Integral of many different functions of a single variable. Remem-
ber that finding the integral of a function may easily lead you into areas where no one is able
to find the answer! However, GeoGebra can handle any of the functions at Leaving Certificate
level and, indeed, many more besides. If you have defined a function f(x) then you can find its
Integral by typing in the Input field Integral[f(x)] and the answer will appear in the Alge-
bra window. In the Input field type f(x) = sin(x) and press the Enter key. Now, in the Input
field, type Integral[f(x)] and press Enter. The graph of −cos(x) appears in the Drawing
Pad and the function g(x) = −cos(x) appears in the Algebra window. GeoGebra does not sup-
ply a constant of integration. Be aware of this in case it causes any confusion with your students.
Before we go on to demonstrate the area between two curves, try integrating various functions.
Remember that multiplication is indicated by either a space or a *, while exponentiation is given
with ∧. For example 2 × 3 is entered either as 2 3 or 2*3 and 23 is entered as 2 ∧ 3.
We are on safer ground with definite integrals as there is no constant of Integration required. To
evaluate ∫
b
a
f(x)dx type, in the Input field, Integral[f(x), a, b] and the result appears in
the Algebra window. The result is a number. The number gives the area between the graph of
f(x) and the x-axis between x = a and x = b. On the drawing pad this area will be shaded and
its value will appear. We can hide the value or leave it visible. This is what we will use to cal-
culate the area between two curves. The current version of GeoGebra will only show this area
properly when the area between the curves is either completely above the x-axis or completely
below it.
Open a new GeoGebra window. We will construct an applet that will show and calculate the
area between the curve y = x2 and the line y = mx+c. We will ensure that the sliders for m and
c will always be positive thus keeping the area above the x-axis.
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9. GeoGebra Workbook 5
Step-by-step Instructions
1. Create the slider c to go from 0 to 3 in steps of 0 ⋅ 1
2. Create the slider m to go from 0 to 6 in steps of 0 ⋅ 1
3. Create the function f by typing in the Input field
f(x) = x ∧ 2
4. Create the function g by typing into the Input field
g(x) = m ∗ x + c
5. Click on f and g to create the points of intersection, A and B
6.
Create the number a which is the area between the line g(x) and the x-axis by
typing in the Input field
Integral[g(x), x(A), x(B)]
7.
Create the number b which is the area between the curve f(x) and the x-axis
by typing in the Input field
Integral[f(x), x(A), x(B)]
8.
Create the text block
′′g(x) = mx + c = ′′ + m + ′′x + ′′ + c
9.
Create the checkbox d and give it the caption “Area under g”. From the drop
down menu add “Number a: Integral of g from x(A) to x(B)”
10.
Click on the Drawing Pad to bring up the Text entry menu. Check the LaTeX
formula box and type in ′′f(x) = x ∧ 2′′
11.
Create the checkbox e and give it the caption “Area under f”. From the drop
down menu add “Number b: Integral of f from x(A) to x(B)”
12.
Click on the Drawing Pad. Check the LaTeX box and type on the one line
′′
Area/, under/, g = /int {′′
+(x(A)) + ′′
} ∧ {′′
+(x(B)) + ′′
}
(′′
+m + ′′
x + ′′
+ c + ′′
)/,dx = ′′
+ a
13.
Check the LaTeX box and type on the one line
′′
Area/, under/, f = /int {′′
+(x(A)) + ′′
} ∧ {′′
+(x(B)) + ′′
}
x ∧ 2dx = ′′
+ b
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10. GeoGebra Workbook 5
14.
Enter the text
′′Areabetweenthecurves = ′′ + (a − b)
Tasks: Decide what objects should be governed by the two checkboxes. When you have decided,
open the properties dialog and using the Advanced Tab put in the conditions for viewing your
choices. Adjust the colours of a and b until you are happy with the effect.
5 - Animating the Sine Function
Preparation
Open a new GeoGebra file.
Hide the algebra window but show
the coordinate axes. (View Menu).
Change the labelling setting to “New
Points Only”
(menu Options → Labelling).
Right click on the Drawing pad to
bring up the Graphics View and click
on Properties. In the Axes tab use the
Units drop down menu to choose π.
You can view the file sin.html to see
the completed product.
Step-by-step Instructions
1. In the Input field type A = Intersect[xAxis,yAxis].
2.
Click on the point A and type 1 into the menu that appears to create the unit
circle c.
3.
Use the Zoom tools and the Move Graphics view tool to position the circle and
to ensure you can see from 0 to 2π on the x-axis.
4. Create the function f by typing into the Input field:
Function[ sin(x) , 0 , 2 ∗ pi ]
5. Create the slider a to go from 0 to 2 pi in units of 0.01.
6.
In the Input field type (cos ( a ) , sin ( a ) ) to create the point B on the unit
circle.
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11. GeoGebra Workbook 5
7.
In the Input field type ( a , sin ( a ) ) to create the point C on the graph of
sin(x).
8. Form the segment joining the points B and C.
9. Click on the point (1,0) to form the point D.
10. Form the segments joining the points DA and AB.
11.
Form the angle joining D,A and B. Open the Properties dialog and show the
name of the angle. Give the point B the caption (cos(α),sin(α)) and C the
caption (α,sin(α)). Display the captions.
12.
Open the Properties dialog and select the number a. Check the box Animation
On. Hide the object. Animation should begin immediately. Notice that a new
symbol, like the Pause button on a CD player, has appeared in the lower left of
the Drawing pad. You can pause and restart the animation with this.
13. Apply the drag test to check if the construction is correct
Tasks: Enhance the colours and attributes of the objects in your file. Notice that the animation
in the properties gives you various options. Try these out. Vary the possibilities. You can apply
animation to any slider.
6 - Challenge: 2008 Ordinary Level Paper 2 - Question 2
Answer the following Leaving Certificate question using GeoGebra.
Question 2.
(a) Find the area of the triangle with vertices (0, 0), (8, 6) and (-2, 4).
(b) L is the line y − 6 = −2(x + 1).
(i) Write down the slope of L.
(ii) Verify that p(1,2) is a point on L.
(iii) L intersects the y-axis at t. Find the co-ordinates of t.
(iv) Show the line L on a co-ordinate diagram.
(c) o(0,0),a(5,2),b(1,7) and c(−4,5) are the vertices of a parallelogram.
(i) Verify that the diagonals [ob] and [ac] bisect each other.
(ii) Find the equation of ob.
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