The document discusses nth roots of unity. It states that the solutions to equations of the form zn = ±1 are the nth roots of unity. These solutions form a regular n-sided polygon with vertices on the unit circle when placed on an Argand diagram. As an example, it shows that the solutions to z5 = 1 are the fifth roots of unity located at angles that are integer multiples of 2π/5 around the unit circle. It then proves that if ω is a root of z5 - 1 = 0, then ω2, ω3, ω4 and ω5 are also roots. Finally, it proves that 1 + ω + ω2 + ω3 + ω4 = 0.
Effect of orientation angle of elliptical hole in thermoplastic composite pla...ijceronline
International Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
Infomatica, as it stands today, is a manifestation of our values, toil, and dedication towards imparting knowledge to the pupils of the society. Visit us: http://www.infomaticaacademy.com/
Odd Permutations - Part 5 of The Mathematics of Professor Alan's Puzzle SquareAlan Dix
In the previous part of The Mathematics of Professor Alan's Puzzle Square, we saw that the patterns of tiles in 3x3 squares fall into exactly two families, we called them odd and even. Any square in the same family can be transformed into any other with the basic moves. In this part we use Group Theory to see why this is the case ... and to prove it is so!
https://magisoft.co.uk/alan/misc/game/maths/
The Puzzle Square is an online puzzle that is a bit like a two-dimensional version of Rubik's Cube. This series of presentations introduces various aspects of mathematics that are useful for learning about the square and other puzzles.
This presentation covered following topics :
1. Introduction
2. Arithmetic Progression (AP)
3. Sum of Series in AP
4. Arithmetic and Geometric Mean
5. Geometric Progression (GP)
6. Sum of Series in GP
7. Relation Between AM, GM and HM
and is useful for B.Com and BBA students.
Effect of orientation angle of elliptical hole in thermoplastic composite pla...ijceronline
International Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
Infomatica, as it stands today, is a manifestation of our values, toil, and dedication towards imparting knowledge to the pupils of the society. Visit us: http://www.infomaticaacademy.com/
Odd Permutations - Part 5 of The Mathematics of Professor Alan's Puzzle SquareAlan Dix
In the previous part of The Mathematics of Professor Alan's Puzzle Square, we saw that the patterns of tiles in 3x3 squares fall into exactly two families, we called them odd and even. Any square in the same family can be transformed into any other with the basic moves. In this part we use Group Theory to see why this is the case ... and to prove it is so!
https://magisoft.co.uk/alan/misc/game/maths/
The Puzzle Square is an online puzzle that is a bit like a two-dimensional version of Rubik's Cube. This series of presentations introduces various aspects of mathematics that are useful for learning about the square and other puzzles.
This presentation covered following topics :
1. Introduction
2. Arithmetic Progression (AP)
3. Sum of Series in AP
4. Arithmetic and Geometric Mean
5. Geometric Progression (GP)
6. Sum of Series in GP
7. Relation Between AM, GM and HM
and is useful for B.Com and BBA students.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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!
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
2. nth Roots Of Unity z
n
1
The solutions of equations of the form, z n 1, are the nth roots of unity
3. nth Roots Of Unity z
n
1
The solutions of equations of the form, z n 1, are the nth roots of unity
When placed on an Argand Diagram, they form a regular n sided
polygon, with vertices on the unit circle.
4. nth Roots Of Unity z
n
1
The solutions of equations of the form, z n 1, are the nth roots of unity
When placed on an Argand Diagram, they form a regular n sided
polygon, with vertices on the unit circle.
e.g . z 5 1
5. nth Roots Of Unity z
n
1
The solutions of equations of the form, z n 1, are the nth roots of unity
When placed on an Argand Diagram, they form a regular n sided
polygon, with vertices on the unit circle.
e.g . z 5 1
2 k 0
z cis
k 0, 1, 2
5
6. nth Roots Of Unity z
n
1
The solutions of equations of the form, z n 1, are the nth roots of unity
When placed on an Argand Diagram, they form a regular n sided
polygon, with vertices on the unit circle.
e.g . z 5 1
2 k 0
z cis
k 0, 1, 2
5
2
2
4
4
z cis 0, cis
, cis
, cis
, cis
5
5
5
5
7. nth Roots Of Unity z
n
1
The solutions of equations of the form, z n 1, are the nth roots of unity
When placed on an Argand Diagram, they form a regular n sided
polygon, with vertices on the unit circle.
e.g . z 5 1
2 k 0
z cis
k 0, 1, 2
5
2
2
4
4
z cis 0, cis
, cis
, cis
, cis
y
5
5
5
5
cis 0
x
8. nth Roots Of Unity z
n
1
The solutions of equations of the form, z n 1, are the nth roots of unity
When placed on an Argand Diagram, they form a regular n sided
polygon, with vertices on the unit circle.
e.g . z 5 1
2 k 0
z cis
k 0, 1, 2
5
2
2
4
4
z cis 0, cis
, cis
, cis
, cis
y
2
cis
5
5
5
5
5
cis 0
x
2
cis
5
9. nth Roots Of Unity z
n
1
The solutions of equations of the form, z n 1, are the nth roots of unity
When placed on an Argand Diagram, they form a regular n sided
polygon, with vertices on the unit circle.
e.g . z 5 1
2 k 0
z cis
k 0, 1, 2
5
2
2
4
4
z cis 0, cis
, cis
, cis
, cis
y
2
4
cis
5
5
5
5
cis
5
5
cis 0
x
4
cis
5
2
cis
5
10. nth Roots Of Unity z
n
1
The solutions of equations of the form, z n 1, are the nth roots of unity
When placed on an Argand Diagram, they form a regular n sided
polygon, with vertices on the unit circle.
e.g . z 5 1
2 k 0
z cis
k 0, 1, 2
5
2
2
4
4
z cis 0, cis
, cis
, cis
, cis
y
2
4
cis
5
5
5
5
cis
5
5
cis 0
x
4
cis
5
2
cis
5
11. b) i If is a complex root of z 5 1 0, show that 2 , 3 , 4 and 5 are
the other roots.
12. b) i If is a complex root of z 5 1 0, show that 2 , 3 , 4 and 5 are
the other roots.
z5 1
If is a solution then 5 1
13. b) i If is a complex root of z 5 1 0, show that 2 , 3 , 4 and 5 are
the other roots.
z5 1
If is a solution then 5 1
5 5
15
5 is a solution
1
14. b) i If is a complex root of z 5 1 0, show that 2 , 3 , 4 and 5 are
the other roots.
z5 1
If is a solution then 5 1
5 5
15
5 is a solution
1
2 5
5 2
12
1
2 is a solution
15. b) i If is a complex root of z 5 1 0, show that 2 , 3 , 4 and 5 are
the other roots.
z5 1
If is a solution then 5 1
5 5
15
5 is a solution
1
2 5
5 2
12
1
2 is a solution
3 5
5 3
13
1
3 is a solution
16. b) i If is a complex root of z 5 1 0, show that 2 , 3 , 4 and 5 are
the other roots.
z5 1
If is a solution then 5 1
5 5
15
5 is a solution
1
2 5
5 2
12
1
2 is a solution
3 5
5 3
13
1
3 is a solution
4 5
5 4
14
1
4 is a solution
17. b) i If is a complex root of z 5 1 0, show that 2 , 3 , 4 and 5 are
the other roots.
z5 1
If is a solution then 5 1
5 5
15
5 is a solution
1
2 5
5 2
12
1
2 is a solution
3 5
5 3
13
1
3 is a solution
4 5
5 4
14
1
4 is a solution
Thus if is a root then 2 , 3 , 4 and 5 are also roots
36. d) Solve z 5 z 4 z 3 z 2 z 1 0
Now z 6 1 z 1z 5 z 4 z 3 z 2 z 1
37. d) Solve z 5 z 4 z 3 z 2 z 1 0
Now z 6 1 z 1z 5 z 4 z 3 z 2 z 1
And z 6 1 0 has solutions;
2 k
z cis
k 0, 1, 2,3
6
38. d) Solve z 5 z 4 z 3 z 2 z 1 0
Now z 6 1 z 1z 5 z 4 z 3 z 2 z 1
And z 6 1 0 has solutions;
2 k
z cis
k 0, 1, 2,3
6
z5 z4 z3 z2 1 0
39. d) Solve z 5 z 4 z 3 z 2 z 1 0
Now z 6 1 z 1z 5 z 4 z 3 z 2 z 1
And z 6 1 0 has solutions;
2 k
z cis
k 0, 1, 2,3
6
z5 z4 z3 z2 1 0
z 1z 5 z 4 z 3 z 2 1
0
z 1
z 6 1 0, z 1
40. d) Solve z 5 z 4 z 3 z 2 z 1 0
Now z 6 1 z 1z 5 z 4 z 3 z 2 z 1
And z 6 1 0 has solutions;
2 k
z cis
k 0, 1, 2,3
6
z5 z4 z3 z2 1 0
z 1z 5 z 4 z 3 z 2 1
0
z 1
z 6 1 0, z 1
2
2
z cis , cis , cis
, cis
, cis
3
3
3
3
1
3 1
3
1
3
1
3
z
i,
i,
i,
i, 1
2 2 2 2
2 2
2 2
41. e) 1996 HSC
2
2
i sin
Let cos
9
9
(i) Show that k is a solution of z 9 1 0, where k is an integer
42. e) 1996 HSC
2
2
i sin
Let cos
9
9
(i) Show that k is a solution of z 9 1 0, where k is an integer
z9 1
43. e) 1996 HSC
2
2
i sin
Let cos
9
9
(i) Show that k is a solution of z 9 1 0, where k is an integer
z9 1
2k
z cis
9
k
2
z cis
9
k 0,1,2,3,4,5,6,7,8
44. e) 1996 HSC
2
2
i sin
Let cos
9
9
(i) Show that k is a solution of z 9 1 0, where k is an integer
z9 1
2k
z cis
9
k
2
z cis
9
z k
k 0,1,2,3,4,5,6,7,8
45. e) 1996 HSC
2
2
i sin
Let cos
9
9
(i) Show that k is a solution of z 9 1 0, where k is an integer
z9 1
2k
z cis
k 0,1,2,3,4,5,6,7,8
9
k
2
z cis
9
z k
(ii) Prove that 2 3 4 5 6 7 8 1
z9 1 0
46. e) 1996 HSC
2
2
i sin
Let cos
9
9
(i) Show that k is a solution of z 9 1 0, where k is an integer
z9 1
2k
z cis
k 0,1,2,3,4,5,6,7,8
9
k
2
z cis
9
z k
(ii) Prove that 2 3 4 5 6 7 8 1
z9 1 0
1 2 3 4 5 6 7 8 0 sum of roots
47. e) 1996 HSC
2
2
i sin
Let cos
9
9
(i) Show that k is a solution of z 9 1 0, where k is an integer
z9 1
2k
z cis
k 0,1,2,3,4,5,6,7,8
9
k
2
z cis
9
z k
(ii) Prove that 2 3 4 5 6 7 8 1
z9 1 0
1 2 3 4 5 6 7 8 0 sum of roots
2 3 4 5 6 7 8 1
49.
2
4 1
(iii) Hence show that cos cos
cos
9
9
9 8
9
z 1
z 1 z z 8 z 2 z 7 z 3 z 6 z 4 z 5
50.
2
4 1
(iii) Hence show that cos cos
cos
9
9
9 8
9
z 1
z 1 z z 8 z 2 z 7 z 3 z 6 z 4 z 5
2
4
2
2
z 1 z 2cos
z 1
z 1 z 2cos
9
9
6
8
2
z 2cos
z 1 z 2 2cos
z 1
9
9
2
4
2
2
z 1 z 2cos
z 1
z 1 z 2cos
9
9
8
2
2
z z 1 z 2cos 9 z 1
51.
2
4 1
(iii) Hence show that cos cos
cos
9
9
9 8
9
z 1
z 1 z z 8 z 2 z 7 z 3 z 6 z 4 z 5
2
4
2
2
z 1 z 2cos
z 1
z 1 z 2cos
9
9
6
8
2
z 2cos
z 1 z 2 2cos
z 1
9
9
2
4
2
2
z 1 z 2cos
z 1
z 1 z 2cos
9
9
8
2
2
z z 1 z 2cos 9 z 1
Let z i
2
i 1 i 1 2cos
9
9
4
i 2cos
9
8
i i 2cos
9
i
52. 2
i 1 i 1 2cos
9
9
4
i 2cos
9
8
i i 2cos
9
i
53. 2
i 1 i 1 2cos
9
9
4
i 2cos
9
8
i i 2cos
9
2
4
8
i 1 i i 1 2cos
2cos
2cos
9
9
9
4
i
54. 2
i 1 i 1 2cos
9
9
4
i 2cos
9
8
i i 2cos
9
2
4
8
i 1 i i 1 2cos
2cos
2cos
9
9
9
2
4
8
cos
cos
1 8cos
9
9
9
4
i
55. 2
i 1 i 1 2cos
9
9
4
i 2cos
9
8
i i 2cos
9
2
4
8
i 1 i i 1 2cos
2cos
2cos
9
9
9
2
4
8
cos
cos
1 8cos
9
9
9
2
4
cos
1 8cos
cos
9
9
9
4
i
56. 2
i 1 i 1 2cos
9
9
4
i 2cos
9
8
i i 2cos
9
2
4
8
i 1 i i 1 2cos
2cos
2cos
9
9
9
2
4
8
cos
cos
1 8cos
9
9
9
2
4
cos
1 8cos
cos
9
9
9
4
2
4 1
cos cos
cos
9
9
9 8
i
57. 2
i 1 i 1 2cos
9
9
4
i 2cos
9
8
i i 2cos
9
i
2
4
8
i 1 i i 1 2cos
2cos
2cos
9
9
9
2
4
8
cos
cos
1 8cos
9
9
9
2
4
cos
1 8cos
cos
9
9
9
4
2
4 1
cos cos
cos
9
9
9 8
Cambridge: Exercise 7C; 1 to 4, 5ac, 6, 7, 8, 9, 11
Patel: Exercise 4I; 1, 3, 5 (need 4b), 7
Patel: Exercise 4J; 1 to 4, 7ac