[pic] | LESSON PLAN | LP – EC2253 LP Rev. No: 01 Date: 16/12/10 Page: 01 of 06 | | | | | | | |Sub Code & Name: EC2253 - ELECTROMAGNETIC FIELDS | | | |Unit : I Branch : EC
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01 Algebra 1 Review 01.02 Introduction to Functions 01.03 Module One Quiz 01.04 Graphing Linear Equations and Inequalities 01.05 Writing the Equation of a Line 01.06 Comparing Functions 01.07 Module One Review and Practice Test 01.08 Discussion-Based Assessment 01.09 Module One Test 02.00 Module Two Pretest 02.01 Rational Exponents 02.02 Properties of Rational Exponents 02.03 Solving Radical Equations 02.04 Module Two Quiz – EXEMPTED ITEM‚ Please skip 02.05 Complex Numbers 02.06 Operations of Complex
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Linear Function A linear function is a function whose graph is a straight line. The equation of a linear function of x can be written in the form f(x) = mx + b or a linear equation y = mx + b where m is the slope and b is the y-intercept. The equation in the form Ax + By = C where A‚ B and C are real numbers is referred to as the general form of a linear equation. We can rewrite a given linear equation Ax + By = C in the form y = mx + b and vice-versa using the basic properties of real numbers
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accurate fit‚ I would propose creating a system of equations. Before jumping to far ahead‚ we need to make it clear the equation we are going to be analyzing. We will use the equation given to us by the polynomial trend line which is: y= ax2 + bx +c and the reason that we are using this equation is because of the fact that the R2 value is 0.9955. The closer the R2 value is to 1 the better it will fit the graph. We will rearrange the equation y= ax2 + bx +c so that we can solve for the unknowns
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4 4.1 Solving Systems of Linear Equations Graphically and Numerically 4.2 Solving Systems of Linear Equations by Substitution 4.3 Solving Systems of Linear Equations by Elimination 4.4 Systems of Linear Inequalities Systems of Linear Equations in Two Variables We can do anything we want to do if we stick to it long enough. —HELEN KELLER mericans have been moving toward a more mobile lifestyle. In recent years‚ the percentage of U.S. households relying solely on mobile phone service has
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Algebra‚ we have to go back over 3700 years‚ to the Babylonian civilization. Babylonians were particularly proficient algebraists and in the ancient civilizations they could solve quadratic problems (Kleiner‚ 2007). Records show that in 1600 B.C equations and symbols were not used in these problems‚ rather they were written out and solved verbally (Corry‚ 2005). Corry’s (2005) study found that a typical example of a problem made by the Babylonians was‚ Method of calculating a quantity‚ multiplied
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Physics E=mc2 The film starts out by describing how the equation E=mc² came about explaining each variable and the scientist’s whose ideas helped develop E=mc². In the movie E as in energy was explained first. Before energy’s discovery people thought that it was a composition of random forces acting upon someone or something that created movement. Michael Faraday went from being a blacksmith and became a scientist after being inspired after attending a speech from his idol Sir Humphrey Davy
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reactions are equal‚ causing the reactants and products to be created at the same rate. This can be expressed mathematically in the form of the equilibrium constant. The following is the general equation for a reversible chemical reaction: aA+bB →cC+dD Equation 1 Equation 2 below will give the equilibrium constant‚ Keq‚ for this general reaction‚ where the square brackets refer to the molar concentration of the reactants and products at equilibrium. K_eq= (〖[C]〗^c
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of a line and one point on it. In order to solve a problem and write an equation using the point-slope form you need two things. Those things are a point on the line‚ (x‚y)‚ and the slope of the line. For example‚ say the slope of your line is 4 and a point on the line is (1‚5). You would insert the 4 in place of the m‚ the 1 in place of the x1‚ and the 5 in place of the y1. When you plug everything into the point-slope equation you get: y-5=4(x-1). The second form‚ slope-intercept‚ is written as
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MAPÚA INSTITUTE OF TECHNOLOGY Department of Mathematics VISION The Mapua Institute of Technology shall be a global center of excellence in education by providing instructions that are current in content and state-of-the-art in delivery; by engaging in cutting-edge‚ high impact research; and by aggressively taking on present-day global concerns. MISSION a. The Mapua Institute of Technology disseminates‚ generates‚ preserves and applies knowledge in various fields of study. b. The Institute
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