created. To start deciphering a function I started with the equation - Y = mx + b To show the slope of the line since the function is linear. For the first point the function would have to satisfy 197 = m (1932) + b In order for the line to be steep the b value or y intercept will have to be low to give it a more upward positive slope. Y = mx -1000 197 = m (1932) -1000 1197 = m (1932) m = 0.619 The final linear equation to satisfy some points would be y = 0.62x – 1000 The
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surrounding Lascap’s Fractions. They are a group of numbers set up in a certain pattern. A similar mathematical example to Lacsap’s Fractions is Pascal’s Triangle. Pascal’s Triangle represents the coefficients of the binomial expansion of quadratic equations. It is arranged in such a way that the number underneath the two numbers above it‚ is the sum. Ex. 1 1 1 1 2 1 1 3 3 1 1 4 6 4 1 1 5 10 10 5 1 In the example
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WEST AFRICAN SENIOR SCHOOL CERTIFICATE EXAMINATION FURTHER MATHEMATICS/MATHEMATICS (ELECTIVE) AIMS OF THE SYLLABUS The aims of the syllabus are to test candidates on: (i) (ii) (iii) further conceptual and manipulative skills in Mathematics; an intermediate course of study which bridges the gap between Elementary Mathematics and Higher Mathematics; aspects of mathematics that can meet the needs of potential Mathematicians‚ Engineers‚ Scientists and other professionals. EXAMINATION FORMAT There will
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STPM/S(E)960 PEPERIKSAAN SIJIL TINGGI PERSEKOLAHAN MALAYSIA (MALAYSIA HIGHER SCHOOL CERTIFICATE) PHYSICS Syllabus Second Edition This syllabus applies for the 1999 examination and thereafter until further notice. However the form of examination for Physics stated in this booklet was first implemented in the 2001 examination as announced through a circular‚ Pemberitahuan MPM/2(AM)/2000. Teachers/candidates are to advised to contact Majlis Peperiksaan Malaysia for the latest information about the
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Algebra Archit Pal Singh Sachdeva 1. Consider the sequence of polynomials defined by P1 (x) = x2 − 2 and Pj (x) = P1 (Pj−1 (x)) for j = 2‚ 3‚ . . .. Show that for any positive integer n the roots of equation Pn (x) = x are all real and distinct. 2. Prove that every polynomial over integers has a nonzero polynomial multiple whose exponents are all divisible by 2012. 3. Let fn (x) denote the Fibonacci polynomial‚ which is defined by f1 = 1‚ f2 = x‚ fn = xfn−1 + fn−2 . Prove that the inequality 2 fn
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Electrostatics : Laws of electrostatics in vector notation coulomb’s law‚ Gauss’s law in integral and differential forms. Scalar potential. Surface distribution of charges and dipoles and discontinuity in the field and potential. Poisson’s and Laplace’s equations. Boundary conditions and uniquencess theorem. Potential energy and energy density of electrostatic field. Method of images‚ potential due to a point charge in presence of a grounded conducting sphere. Multipole expansion for potential‚ Multipole
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Quadratic Formula (page 2 of 2) Solve x2 + 6x + 10 = 0. Apply the same procedure as on the previous page: This is the original equation. x2 + 6x + 10 = 0 Move the loose number over to the other side. x2 + 6x = – 10 Take half of the coefficient on the x-term (that is‚ divide it by two‚ and keeping the sign)‚ and square it. Add this squares value to both sides of the equation. x^2 + 6x + 9 = –10 + 9 Convert the left-hand side to squared form. Simplify the right-hand side. Note: If you don’t know
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reaction (ΔH). Since most reactions occur under constant atmospheric pressure‚ the heat of a reaction is equal to ΔH‚ which is generally reported in units of kilojoules (kJ) per mole of the reactants and products as shown in the balanced thermochemical equation. For example‚ the reaction between hydrogen gas and oxygen gas to
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PHILIPPINE e-LEARNING SOCIETY NATIONAL e-LEARNING CONGRESS 2014 e-PROCEEDINGS ISSN: 2094-5485 VOLUME 2014 COMPENDIUM PeLS NELC 2014 Conference Proceedings 1 ISSN: 2094-5485 VOLUME 2014 COMPENDIUM Greetings of peace! The annual National eLearning Congress is a tradition of the Philippine eLearning Society (PeLS). It is a venue for academics‚ researchers‚ eLearning practitioners‚ industry training and development specialists‚ ICT education service providers
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OCl (aq) + H2O (l) + 2e → Cl (aq) + 2OH (aq) Our goal in this experiment was to observe the reaction and concentration changes between Allura Red and bleach and determine the rate law for the reaction. The rate of reaction can be found by the equation rate = ∆concentration / ∆time = k[Allura Red]x[NaOCl]y The x and y values indicate the order with respect to each reactant‚ and k represents the rate constant for the reaction. These values had to be determined experimentally. In order to determine the rate law of the reaction
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