.INCLINED POINT QUADRATS

Size: px
Start display at page:

Download ".INCLINED POINT QUADRATS"

Transcription

1 .INCLINED POINT QUADRATS / BY J. WARREN WILSON Botany Department, University of Reading (Received io May 1958) (With 5 figures in the text) SUMMARY 'Relative frequency' recorded by point quadrats measures not the actual area of foliage but the area projected in the direction in which the quadrat lies. Accordingly the relative frequency varies both with the slope of the foliage and also when inclined quadrats are used with the inclination of the quadrat. A theoretical study reveals that variation in relative frequency resulting from difi^erences in foliage angle is greatest for vertical quadrats, is considerably reduced when (as suggested by Tinney, Aamodt and Ahlgren) quadrats are inclined at 45, and is least when quadrat inclination is Accordingly the usual, vertical position for point quadrats is the worst possible one, since it results in the most erroneous estimates of percentage contribution (area basis); while with quadrats inclined at 32.5 errors are greatly reduced and are of an order acceptable in general survey work. INTRODUCTION In the point quadrat method of vegetational analysis introduced by Levy and Madden (1933) t^i^ needles are passed vertically through grassland or other low-growing vegetation and the number of contacts between needles and foliage is recorded. The number of contacts per hundred quadrats (i.e. 'relative frequency') is a measure of the area of foliage, expressed as a percentage of the area of ground within which quadrats are being placed. Unfortunately, relative frequency measures not the actual area of foliage, but the area in vertical projection; consequently, its value varies with the slope of the foliage. Estimates by this method of 'percentage contribution' underestimate erect-leaved species and exaggerate the contribution of species having more nearly horizontal leaves, as compared with their true area contributions. These errors are often large, and attempts to apply correction factors are not satisfactory since growth habit varies within species according to age and environment. In 1937 Tinney, Aamodt and Ahlgren proposed the use of quadrats inclined at 45 to the ground. They considered that a sloping needle was more clearly visible in vegetation, and that the longer path of each quadrat resulted in increased accuracy. In fact, the improved visibility is denied by Winkworth (1955), and the increased accuracy is obtained through increased recording labour. Thus neither of these advantages is significant. However, inclined quadrats offer a real advantage which does not seem to have been appreciated. Whereas vertical quadrats can in theory record any proportion of actual foliage area between 100% (for horizontal foliage) and o % (for vertical foliage), inclined

2 2 - J. WARREN WILSON quadrats never record such extreme values assuming, of course, that foliage slopes towards all points of the compass. Consequently it is to be expected that percentage contribution (area basis) will be estimated more accurately by inclined quadrats than by vertical ones. Some support for this expectation is given by the observations of VanKeuren and Ahlgren (1957), who found that percentage contribution (dry matter basis) was in general more highly correlated with inclined than with vertical point quadrat estimates. Although it is clear that estimates of relative frequency will vary with the slope of the foliage and with the angle of inclination of the quadrat, the quantitative relationships are not immediately apparent, Winkworth (1955) has attempted a discussion of this subject, but with little success because he chose to restrict his attention to either (i) only those quadrats which contact foliage, or (ii) only the first contact made by each quadrat with each species. In the present work these arbitrary restrictions are not made. If all contacts with all quadrats are considered, it is possible to develop a theoretical treatment. THEORETICAL STUDY Terminology The symbols and terms used are as follows: a ('foliage angle') is the inclination of the foliage to the horizontal. Curved fohage is regarded as being composed of many plane elements, P ('quadrat inclination') is the inclination of the point quadrats to the horizontal. ('foliage denseness') is the total area of foliage per unit volume of space, measured in sq, cm/cu, cm. Since both foliage angle and foliage denseness vary with height above ground, each is normally expressed as a mean value for a horizontal layer of limited depth usually, i cm deep, <^ ('apparent foliage denseness') is the total area of the projections of all the foliage in a unit volume of space on to a plane perpendicular to a direction making an angle p with the horizontal. It is assumed* that the foliage slopes equally to all points of the compass; consequently the horizontal alignment of the direction of projection is immaterial. The term 'apparent foliage denseness' is used since ^ is in effect the apparent area of foliage per unit volume of space when viewed in a direction making an angle p with the horizontal, p is measured in sq, cm/cu. cm. 'Contact frequency' is the number of contacts with foliage per centimetre of point quadrat. It is assumedf that when quadrats are inclined at an angle (3 the contact frequency is equal to the apparent foliage denseness p, I OOP, The relative frequency is given by the sum of values of for all horizontal centism (3 metre layers through the entire depth of the vegetation; the term sin p is introduced here to allow for the increased length of quadrat resulting from inclination, * The foliage in natural \'cf,'etation may not face all points of the conipass in equal amounts. It is therefore desirable, as Winkwnrth (1955) has pointed out, to align inclined quadrats to different points of the compass (at intervals of, say, 30 ) in equal numbers, so as to compensate for any directional bias that may be present in the foliage, f or this assliniption to be \"ahd it is necessary: (i) That quadrat thickness be negligible. This requirement can be met by recording contaets with the piiint and not the sides of an advancinfi needle (Warren Wilson, 1059), (ii) 'l'hat, for statistical reasons, a sufficient number of contacts be recorded.

3 Inclined point quadrats -j Theory In the Appendix there are derived formulae whieh give the apparent foliage denseness corresponding to any value of 3 in the case of foliage which is inclined at a fixed angle a to the horizontal and which slopes non-preferentially to all points of the compass. In addition to this purely mathematical treatment there is given here a less abstract discussion that is in some ways less satisfactory but has the advantage of enabling the situation to be visualized. Consider first the case of a single piece of 'foliage' that is flat, has no thickness, and is of areayi sq, cm. or simplicity we may think of it as being square in shape (ig. i). a=0 0 = 30,=45 = 60 > = 90 ig. I, (Explanation in text.) Areas projected vertically and at 45' by a Hat piece of 'foliage' i cm square rotating about its horizontal midline, at five foliage angles (a). When P is 45' there are two possible projections at each foliage angle (other than o" and 90) depending on whether the foliage lies more nearly perpendicular or parallel to the direction of projection. When it lies horizontally (a = 0 ) the area projected vertically is A sq. cm; but as the 'foliage' rotates about its horizontal midline the vertically projected area decreases being equal to J cos a and it vanishes when the foliage is vertical (a = 90 ). The area projected at 45 to the horizontal (and in a direction perpendicular to the line about which the 'foliage' rotates) varies similarly, but in this case the maximum and minimum values occur when a = 45" and the 'foliage' is perpendicular or parallel respectively to the direction of projection. Consider now a centimetre cube of space inside which the foliage all faces the same direction and is of denseness. The foliage within this cube may be regarded effectively as a single flat piece of foliage of area ; consequently, all that has been said in the previous paragraph applies here equally. The denseness represents in this case the actual area, and the vertical apparent denseness /'',, represents the actual projected area on to a horizontal plane. urthermore, in the case when the foliage in the centimetre cube under consideration faces not in a single direction but equally to all points of the compass whilst being inclined at an angle a to the horizontal, the apparent foliage denseness ^ will be the actual area projected on to a plane at right angles to a direction making an angle p with the horizontal. In the same way that foliage facing in a single direction was thought of effectively as a fiat square surface, so can foliage facing all points of the compass be thought of effectively as the curved surface of a frustrum of a right circular cone. The slope of the cone is a, and in the extreme cases of a = 90 and a = o" the surface becomes cylindrical and planar respectively. ig, 2 shows the projected areas of frusta foi various values of a, and with p = 90 and 45. Such areas can be measured by construction and planimetry, and can be used to find the ratio of apparent foliage denseness, ^,

4 4 J. WARREN WILSON to actual foliage denseness,. Values of ^ can, however, be determined more accurately by calculation from the formulae given in the Appendix. P = 90" a = 0 0 = 30 a = 45 0 = " = 90- ig. 2. Areas projected vertically and at 45' by a piece of 'foliage' that has an area of i sq. cm and the form of the curved surface of a frustum of a cone; five foliage angles are represented, with the height of the frustum kept constant. COMPARISON O VERTICAL AND INCLINED (45") QUADRATS P, apparent foliage denseness^ 1 j 1 In ig. ^ calculated values of -^ (i.e. -^-^-p j ^ ) are plotted against the ^ -^ foliage denseness foliage angle a for several values of p. Since contact frequency is equal to apparent fohage denseness the graph can alternatively be read as giving the contact frequency (for various values of a and P) at unit foliage denseness. It is seen that for each value of P examined, the contact frequency varies with foliage angle; however, the character of the variation is different for the several values of (3. Since at any particular quadrat inclination the contact frequency is proportional to the relative frequency, the total variation of (expressed as a percentage of its mean value) is equal to the total variation of relative frequency (also expressed as a percentage of its mean value). If there were a quadrat inclination at which relative frequency was independent of foliage angle, it " would be represented on the graph by a horizontal line. In ig. 3 the curves for 3 = 45 and 3 = 90 are distinguished by heavy lines. They show that variation in -^ (and hence in relative frequency) associated with foliage angle r is considerable when inchned (45 ) point quadrats are used, but is greater still with vertical quadrats. or medium values of a, such as generally occur, variation at 3 = 45 is about one-third of that at 3 = 90. Similarly, figures for percentage contribution (area basis) will be less inconsistent when inclined (45 ) quadrats are used in preference to vertical ones. In order to compare the magnitudes of relative frequencies yielded by vertical and inclined quadrats, consider the simple case of foliage confined to a single, horizontal, 100 -f B centimetre layer. The relative frequency is ^ z. When a < p, it is shown in the Appen- ^ sin p dix that p = cos a sin P; thus so long as the foliage angle is not greater than the quadrat inclination, relative frequency is equal to 100 cos a, and is independent of quadrat inclination. When a > p, however, this simple relationship does not apply.

5 Inclined point quadrats 5 ig. 4 compares relative frequencies yielded by vertical and inclined (45") point quadrats: so long as a < p, identical values are obtained; but as the foliage angle increases above 45 the relative frequencies yielded by inclined quadrats do not fall off so sharply as do those from vertical quadrats. INCLINATION (P) 0' 15' 30' " 0 I. 90" OLIAGE ANGLE (-) ig, 3. Apparent foliage denseness (= contact frequency) expressed as a fraction of foliage denseness (i.e. _P) and plotted, for a number of incli- nations (p) against foliage angle (a). QUADRATS INCLINED AT ANGLES OTHER THAN 45 The choice by Tinney, Aamodt and Ahlgren of 45 as the angle for inclined quadrats appears to have been quite arbitrary. It is possible, therefore, that at some other inclination the apparent foliage denseness will be affected even less by foliage angle. rom

6 6 J. WARREN WILSON ig. 3 it is clear that variation in ^^ with foliage angle is less when P = 30" than when P ^ 45", and is minimal at some intermediate inclination: in fact, at approximately 3Z.5. At th.s mchnafon, variat.on m apparen^liag^denseness ^ -^ foliage denseness frequency (ig. 4) is less than half of that at p = 45. P = 32 5' u z LU o 60 p = BO" 60 OLIAGE ANGLE (-I 90 P = 90'' ig. 4. Relative frequencies recorded by vertical and inclined (32.5 ' and 45 ) point quadrats passing through vegetation of unit leaf area index (i sq. cm foliage per sq. cm ground) and various foliage angles. While 32.5' is thus the most satisfactory quadrat inclination having regard to all values of a, other inclinations may be preferable where values of a fall within certain limited ranges. or example, when foliage angle is between 50"' and 90", a quadrat 0.6 INCLINATION (P) 0, ,4 -L. 20" 30" 40 SO" OLIAGE ANGLE (a) B ig. 5. Variation in ^ with foliage angle, at P = 32.5, 42.5 and 45'.

7 Inclined point quadrats 1- ^- r o 1... apparent foliage denseness lnchnation of 42.5 results in variation in -^^, and hence in foliage denseness relative frequency ~- of less than ±0.5 % (ig. 5). Unfortunately, accuracy of this order is not given for all values of a by any single quadrat inclination (though combinations of two or three inclinations can do so, as will be shown in a later paper). In practice, however, estimates obtained by quadrats inclined at 32.5 do not take up the maximum error, since foliage angle is never uniformly o", 37, or 90. Errors in percentage contribution (area basis) will in fact seldom exceed ±5 %. This may be sufficiently accurate for general survey work, and is a marked improvement on the accuracy obtained with quadrats inclined at 45 ; while the often-used vertical position is the worst possible quadrat inclination in that it is associated with maximum effect of foliage angle on estimates of relative frequency and percentage contribution. y ACKNOWLEDGMENT I am grateful to Dr. J. E. Reeve for helpful criticism and advice. REERENCES LEVY, E. B. & MADDEN, E. A. (1933). The point method of pasture analysis. N.Z. J. Agric, 46, TINNEY,. W., AAMODT, O. S. & AHLGREN, H. L. (1937). Preliminary report of a study on methods used in botanical analyses of pasture swards. J. Amer. Soc. Agron., 29, 83S-40. VANKEUREN, R. W. & AHLGREN, H. L. (1957). A statistical study of several methods used in determining the hotanical composition of a sward. I. A study of established pastures. Agron. J., 49, WARREN WILSON, J. (1959). Analysis of the spatial distribution of foliage by two-dimensional point quadrats. Nezv Phytol., 58, WINKWORTH, R. E. (1955). The use of point quadrats for the analysis of heathland. Aust.J. Bot., 3, APPENDIX ON DERIVATION O ORMULAE BY J. E. REEVE University of Reading Suppose, in order to fix our ideas, that point quadrats are being placed in a direction from north to south and inclined at an acute angle p to the horizontal. Referred to a system of rectangular cartesian co-ordinates OXYZ in which the axes OX, OY and OZ point respectively to the east, to the north, and vertically upwards the direction cosines of the direction in which the quadrats are being placed are proportional to (o, cos p, sin p). Let an element of foliage of area A be inclined at an acute angle a to the horizontal in a direction 6 degrees west of north, where we think of 6 as being able to have any value between o and 360. The direction cosines of the normal to this element of foliage are proportional to (sin a sin 0, sin a cos 9, cos a) and thus its apparent area when viewed along the direction in -which quadrats are being placed is the (positive) numerical value of A(cos a sin p sin a cos p cos 6), which we denote by j A(cos asinp sin a cos p cos 6). It thus follows that for foliage which slopes non-preferentially towards all points of the compass the apparent foliage denseness p is related to the actual foliage denseness by the equation

8 8 J. WARREN WILSON J-. j^ [The average value of I cos a sin p sin a cos p cos 9 ] / > [ as 9 vanes from o to 360 J In what follows we write, for the sake of brevity, So that (i) can now be written in the form o(9) = cos a sin p sin a cos p cos 9. P,, = Tbe average value of ^(9) as 9 varies from o to 360. (2) In order to calculate the value of -^ explicitly it is convenient to consider two cases. Case (i) a :^ p. In this case it is not diflicult to show that ^(9) is never negative and hence, using (2), = cos a sin p, (3) r where, again for the sake of brevity, we have written 360 k{q) = 6.cos a sin p sin a cos p sin 9. 2Tr Case {ii) a > p. In this case, if 9o is tbe value of 0 between o and 90 which satisflesthe equation cos 9 = cot a tan p (4) then ^(9) is never negative when 9 lies in the range 9o ^ 9 < 360-9,;, and is always negative when 9 lies in either of the ranges o^9<9o or 360 9o<9^36o. Thus, using (2), we obtain in this case ^ 360 Performing the integrations we obtain where h{q) has the same meaning as before. On simpliflcation this gives ^ = j sin a cos p sin 9,, + ( i -" J cos oc sin p >, (5) \jt \ 90/ J &, In conclusion, what we have shown is that the value of - is given by (3) when a ^ P and by (5) when a > p where, in the latter case, 9,, is the angle between o and 90 (measured in degrees) which satisfles equation (4).

9

UNIT NUMBER 8.2. VECTORS 2 (Vectors in component form) A.J.Hobson

UNIT NUMBER 8.2. VECTORS 2 (Vectors in component form) A.J.Hobson JUST THE MATHS UNIT NUMBER 8.2 VECTORS 2 (Vectors in component form) by A.J.Hobson 8.2.1 The components of a vector 8.2.2 The magnitude of a vector in component form 8.2.3 The sum and difference of vectors

More information

January 21, 2018 Math 9. Geometry. The method of coordinates (continued). Ellipse. Hyperbola. Parabola.

January 21, 2018 Math 9. Geometry. The method of coordinates (continued). Ellipse. Hyperbola. Parabola. January 21, 2018 Math 9 Ellipse Geometry The method of coordinates (continued) Ellipse Hyperbola Parabola Definition An ellipse is a locus of points, such that the sum of the distances from point on the

More information

Module 2 : Electrostatics Lecture 7 : Electric Flux

Module 2 : Electrostatics Lecture 7 : Electric Flux Module 2 : Electrostatics Lecture 7 : Electric Flux Objectives In this lecture you will learn the following Concept of flux and calculation of eletric flux throught simple geometrical objects Gauss's Law

More information

MATH20411 PDEs and Vector Calculus B

MATH20411 PDEs and Vector Calculus B MATH2411 PDEs and Vector Calculus B Dr Stefan Güttel Acknowledgement The lecture notes and other course materials are based on notes provided by Dr Catherine Powell. SECTION 1: Introctory Material MATH2411

More information

Chapter 0 Preliminaries

Chapter 0 Preliminaries Chapter 0 Preliminaries MA1101 Mathematics 1A Semester I Year 2017/2018 FTMD & FTI International Class Odd NIM (K-46) Lecturer: Dr. Rinovia Simanjuntak 0.1 Real Numbers and Logic Real Numbers Repeating

More information

MTH101 Calculus And Analytical Geometry Lecture Wise Questions and Answers For Final Term Exam Preparation

MTH101 Calculus And Analytical Geometry Lecture Wise Questions and Answers For Final Term Exam Preparation MTH101 Calculus And Analytical Geometry Lecture Wise Questions and Answers For Final Term Exam Preparation Lecture No 23 to 45 Complete and Important Question and answer 1. What is the difference between

More information

4.3 TRIGONOMETRY EXTENDED: THE CIRCULAR FUNCTIONS

4.3 TRIGONOMETRY EXTENDED: THE CIRCULAR FUNCTIONS 4.3 TRIGONOMETRY EXTENDED: THE CIRCULAR FUNCTIONS MR. FORTIER 1. Trig Functions of Any Angle We now extend the definitions of the six basic trig functions beyond triangles so that we do not have to restrict

More information

Resolving Forces. This idea can be applied to forces:

Resolving Forces. This idea can be applied to forces: Page 1 Statics esolving Forces... 2 Example 1... 3 Example 2... 5 esolving Forces into Components... 6 esolving Several Forces into Components... 6 Example 3... 7 Equilibrium of Coplanar Forces...8 Example

More information

*P46958A0244* IAL PAPER JANUARY 2016 DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA. 1. f(x) = (3 2x) 4, x 3 2

*P46958A0244* IAL PAPER JANUARY 2016 DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA. 1. f(x) = (3 2x) 4, x 3 2 Edexcel "International A level" "C3/4" papers from 016 and 015 IAL PAPER JANUARY 016 Please use extra loose-leaf sheets of paper where you run out of space in this booklet. 1. f(x) = (3 x) 4, x 3 Find

More information

UNIT V: Multi-Dimensional Kinematics and Dynamics Page 1

UNIT V: Multi-Dimensional Kinematics and Dynamics Page 1 UNIT V: Multi-Dimensional Kinematics and Dynamics Page 1 UNIT V: Multi-Dimensional Kinematics and Dynamics As we have already discussed, the study of the rules of nature (a.k.a. Physics) involves both

More information

Prentice Hall Geometry (c) 2007 correlated to American Diploma Project, High School Math Benchmarks

Prentice Hall Geometry (c) 2007 correlated to American Diploma Project, High School Math Benchmarks I1.1. Add, subtract, multiply and divide integers, fractions and decimals. I1.2. Calculate and apply ratios, proportions, rates and percentages to solve problems. I1.3. Use the correct order of operations

More information

Chapter 2 A Mathematical Toolbox

Chapter 2 A Mathematical Toolbox Chapter 2 Mathematical Toolbox Vectors and Scalars 1) Scalars have only a magnitude (numerical value) Denoted by a symbol, a 2) Vectors have a magnitude and direction Denoted by a bold symbol (), or symbol

More information

Correlation of WNCP Curriculum to Pearson Foundations and Pre-calculus Mathematics 10

Correlation of WNCP Curriculum to Pearson Foundations and Pre-calculus Mathematics 10 Measurement General Outcome: Develop spatial sense and proportional reasoning. 1. Solve problems that involve linear measurement, using: SI and imperial units of measure estimation strategies measurement

More information

APPLICATIONS OF DERIVATIVES OBJECTIVES. The approimate increase in the area of a square plane when each side epands from c m to.0 cm is () 0.00 sq. cm () 0.006 sq. cm () 0.06 sq. cm () None. If y log then

More information

8th Grade Math Definitions

8th Grade Math Definitions 8th Grade Math Definitions Absolute Value: 1. A number s distance from zero. 2. For any x, is defined as follows: x = x, if x < 0; x, if x 0. Acute Angle: An angle whose measure is greater than 0 and less

More information

Intermediate Algebra with Applications

Intermediate Algebra with Applications Lakeshore Technical College 10-804-118 Intermediate Algebra with Applications Course Outcome Summary Course Information Alternate Title Description Total Credits 4 Total Hours 72 Pre/Corequisites Prerequisite

More information

The rotation of a particle about an axis is specified by 2 pieces of information

The rotation of a particle about an axis is specified by 2 pieces of information 1 How to specify rotational motion The rotation of a particle about an axis is specified by 2 pieces of information 1) The direction of the axis of rotation 2) A magnitude of how fast the particle is "going

More information

Correlation of Manitoba Curriculum to Pearson Foundations and Pre-calculus Mathematics 10

Correlation of Manitoba Curriculum to Pearson Foundations and Pre-calculus Mathematics 10 Measurement General Outcome: Develop spatial sense and proportional reasoning. 10I.M.1. Solve problems that involve linear measurement, using: SI and imperial units of measure estimation strategies measurement

More information

NCERT solutions Magnetic effects of current (In-text questions)

NCERT solutions Magnetic effects of current (In-text questions) NCERT solutions Magnetic effects of current (In-text questions) Page No: 224 Question 1 Why does a compass needle get deflected when brought near a bar magnet? Compass needle is a small permanent magnet.

More information

Three-Dimensional Coordinate Systems. Three-Dimensional Coordinate Systems. Three-Dimensional Coordinate Systems. Three-Dimensional Coordinate Systems

Three-Dimensional Coordinate Systems. Three-Dimensional Coordinate Systems. Three-Dimensional Coordinate Systems. Three-Dimensional Coordinate Systems To locate a point in a plane, two numbers are necessary. We know that any point in the plane can be represented as an ordered pair (a, b) of real numbers, where a is the x-coordinate and b is the y-coordinate.

More information

P - f = m a x. Now, if the box is already moving, for the frictional force, we use

P - f = m a x. Now, if the box is already moving, for the frictional force, we use Chapter 5 Class Notes This week, we return to forces, and consider forces pointing in different directions. Previously, in Chapter 3, the forces were parallel, but in this chapter the forces can be pointing

More information

Questions Q1. The function f is defined by. (a) Show that (5) The function g is defined by. (b) Differentiate g(x) to show that g '(x) = (3)

Questions Q1. The function f is defined by. (a) Show that (5) The function g is defined by. (b) Differentiate g(x) to show that g '(x) = (3) Questions Q1. The function f is defined by (a) Show that The function g is defined by (b) Differentiate g(x) to show that g '(x) = (c) Find the exact values of x for which g '(x) = 1 (Total 12 marks) Q2.

More information

ADDITIONAL MATHEMATICS

ADDITIONAL MATHEMATICS Oxford Cambridge and RSA Examinations Free Standing Mathematics Qualification (Advanced) ADDITIONAL MATHEMATICS Specimen Paper 699 Additional materials: Electronic calculator TIME hours Candidate Name

More information

OSWAAL BOOKS MARCH 2019 EXAM LEARNING MADE SIMPLE. Published by : FOR CBSE

OSWAAL BOOKS MARCH 2019 EXAM LEARNING MADE SIMPLE. Published by : FOR CBSE OSWAAL BOOKS LEARNING MADE SIMPLE FOR CBSE MARCH 2019 EXAM SOLVED PAPER 2018 MATHEMATICS CLASS 10 Published by : OSWAAL BOOKS 1/11, Sahitya Kunj, M.G. Road, Agra - 282002, UP (India) Ph.: 0562 2857671,

More information

Problems with an # after the number are the only ones that a calculator is required for in the solving process.

Problems with an # after the number are the only ones that a calculator is required for in the solving process. Instructions: Make sure all problems are numbered in order. (Level : If the problem had an *please skip that number) All work is in pencil, and is shown completely. Graphs are drawn out by hand. If you

More information

5w 3. 1MA0 Higher Tier Practice Paper 2H (Set D) Question Working Answer Mark Notes 1 (a) 5w 8 = 3(4w + 2) 5w 8 = 12w = 12w 5w 14 = 7w

5w 3. 1MA0 Higher Tier Practice Paper 2H (Set D) Question Working Answer Mark Notes 1 (a) 5w 8 = 3(4w + 2) 5w 8 = 12w = 12w 5w 14 = 7w (a) 5w 8 = (4w + ) 5w 8 = w + 6 8 6 = w 5w 4 = 7w M for attempting to multiply both sides by as a first step (this can be implied by equations of the form 5w 8 = w +? or 5w 8 =?w + 6 i.e. the LHS must

More information

HEAT-3 APPLICATION OF DERIVATIVES BY ABHIJIT KUMAR JHA MAX-MARKS-(112(3)+20(5)=436)

HEAT-3 APPLICATION OF DERIVATIVES BY ABHIJIT KUMAR JHA MAX-MARKS-(112(3)+20(5)=436) HEAT- APPLICATION OF DERIVATIVES BY ABHIJIT KUMAR JHA TIME-(HRS) Select the correct alternative : (Only one is correct) MAX-MARKS-(()+0(5)=6) Q. Suppose & are the point of maimum and the point of minimum

More information

Chapter 5: Forces in Two Dimensions. Click the mouse or press the spacebar to continue.

Chapter 5: Forces in Two Dimensions. Click the mouse or press the spacebar to continue. Chapter 5: Forces in Two Dimensions Click the mouse or press the spacebar to continue. Chapter 5 Forces in Two Dimensions In this chapter you will: Represent vector quantities both graphically and algebraically.

More information

DRAFT - Math 101 Lecture Note - Dr. Said Algarni

DRAFT - Math 101 Lecture Note - Dr. Said Algarni 3 Differentiation Rules 3.1 The Derivative of Polynomial and Exponential Functions In this section we learn how to differentiate constant functions, power functions, polynomials, and exponential functions.

More information

Algebra 2 Khan Academy Video Correlations By SpringBoard Activity

Algebra 2 Khan Academy Video Correlations By SpringBoard Activity SB Activity Activity 1 Creating Equations 1-1 Learning Targets: Create an equation in one variable from a real-world context. Solve an equation in one variable. 1-2 Learning Targets: Create equations in

More information

Possible C4 questions from past papers P1 P3

Possible C4 questions from past papers P1 P3 Possible C4 questions from past papers P1 P3 Source of the original question is given in brackets, e.g. [P January 001 Question 1]; a question which has been edited is indicated with an asterisk, e.g.

More information

2003/2010 ACOS MATHEMATICS CONTENT CORRELATION ALGEBRA I 2003 ACOS 2010 ACOS

2003/2010 ACOS MATHEMATICS CONTENT CORRELATION ALGEBRA I 2003 ACOS 2010 ACOS 2003/2010 ACOS MATHEMATICS CONTENT CORRELATION ALGEBRA I AI.1 AI.1.B.1 CURRENT ALABAMA CONTENT PLACEMENT Simplify numerical expressions using properties of real numbers and order of operations, including

More information

Function Terminology and Types of Functions

Function Terminology and Types of Functions 1.2: Rate of Change by Equation, Graph, or Table [AP Calculus AB] Objective: Given a function y = f(x) specified by a graph, a table of values, or an equation, describe whether the y-value is increasing

More information

Algebra 2 Khan Academy Video Correlations By SpringBoard Activity

Algebra 2 Khan Academy Video Correlations By SpringBoard Activity SB Activity Activity 1 Creating Equations 1-1 Learning Targets: Create an equation in one variable from a real-world context. Solve an equation in one variable. 1-2 Learning Targets: Create equations in

More information

Physics Class 12 th NCERT Solutions

Physics Class 12 th NCERT Solutions Chapter.5 Magnetism and Matter Class XII Subject Physics 5.1. Answer the following questions regarding earth s magnetism: a) A vector needs three quantities for its specification. Name thethree independent

More information

Milford Public Schools Curriculum. Department: Mathematics Course Name: Precalculus Level 1

Milford Public Schools Curriculum. Department: Mathematics Course Name: Precalculus Level 1 Milford Public Schools Curriculum Department: Mathematics Course Name: Precalculus Level 1 UNIT 1 Unit Description: Students will construct polynomial graphs with zeros and end behavior, and apply limit

More information

Sect The Slope-Intercept Form

Sect The Slope-Intercept Form 0 Concepts # and # Sect. - The Slope-Intercept Form Slope-Intercept Form of a line Recall the following definition from the beginning of the chapter: Let a, b, and c be real numbers where a and b are not

More information

GG303 Lab 5 10/4/17 1

GG303 Lab 5 10/4/17 1 GG303 Lab 5 10/4/17 1 Lab 5 Spherical Projections Use a separate piece of paper for each exercise, and include printouts of your Matlab work. 103 pts for Ex. 1-4; 124 points for Ex. 1-5. Exercise 1: Plots

More information

INTEGRAL CALCULUS DIFFERENTIATION UNDER THE INTEGRAL SIGN: Consider an integral involving one parameter and denote it as

INTEGRAL CALCULUS DIFFERENTIATION UNDER THE INTEGRAL SIGN: Consider an integral involving one parameter and denote it as INTEGRAL CALCULUS DIFFERENTIATION UNDER THE INTEGRAL SIGN: Consider an integral involving one parameter and denote it as, where a and b may be constants or functions of. To find the derivative of when

More information

Helmholtz Galvanometer

Helmholtz Galvanometer Helmholtz Galvanometer To plot a graph showing the variation of magnetic field with distance along the axis of a Helmholtz galvanometer and determine the reduction factor k. B.Tech-I, Physics Laboratory

More information

Advanced Subsidiary / Advanced Level

Advanced Subsidiary / Advanced Level GCE Examinations Mechanics Module M1 Advanced Subsidiary / Advanced Level Paper I Time: 1 hour 30 minutes Instructions and Information Candidates may use any calculator except those with a facility for

More information

Angles and Applications

Angles and Applications CHAPTER 1 Angles and Applications 1.1 Introduction Trigonometry is the branch of mathematics concerned with the measurement of the parts, sides, and angles of a triangle. Plane trigonometry, which is the

More information

ENVI.2030L - Plate Tectonics - Geomagnetism, Earthquakes, and Gravity

ENVI.2030L - Plate Tectonics - Geomagnetism, Earthquakes, and Gravity I. Geomagnetism Name ENVI.2030L - Plate Tectonics - Geomagnetism, Earthquakes, and Gravity The earth's magnetic field can be viewed as a simple bar magnet located near the center of the earth and inclined

More information

Find all solutions cos 6. Find all solutions. 7sin 3t Find all solutions on the interval [0, 2 ) sin t 15cos t sin.

Find all solutions cos 6. Find all solutions. 7sin 3t Find all solutions on the interval [0, 2 ) sin t 15cos t sin. 7.1 Solving Trigonometric Equations with Identities In this section, we explore the techniques needed to solve more complex trig equations: By Factoring Using the Quadratic Formula Utilizing Trig Identities

More information

function independent dependent domain range graph of the function The Vertical Line Test

function independent dependent domain range graph of the function The Vertical Line Test Functions A quantity y is a function of another quantity x if there is some rule (an algebraic equation, a graph, a table, or as an English description) by which a unique value is assigned to y by a corresponding

More information

Vectors Part 1: Two Dimensions

Vectors Part 1: Two Dimensions Vectors Part 1: Two Dimensions Last modified: 20/02/2018 Links Scalars Vectors Definition Notation Polar Form Compass Directions Basic Vector Maths Multiply a Vector by a Scalar Unit Vectors Example Vectors

More information

How to Use a Compass

How to Use a Compass How to Use a Compass The compass consists of a magnetized metal needle that floats on a pivot point. The needle orients to the magnetic field lines of the earth. The basic orienteering compass is composed

More information

GUIDED NOTES 2.2 LINEAR EQUATIONS IN ONE VARIABLE

GUIDED NOTES 2.2 LINEAR EQUATIONS IN ONE VARIABLE GUIDED NOTES 2.2 LINEAR EQUATIONS IN ONE VARIABLE LEARNING OBJECTIVES In this section, you will: Solve equations in one variable algebraically. Solve a rational equation. Find a linear equation. Given

More information

Course Outline and Objectives. MA 1453 Precalculus with Graphing Calculators

Course Outline and Objectives. MA 1453 Precalculus with Graphing Calculators Effective Fall 2011 Course Outline and Objectives MA 1453 Precalculus with Graphing Calculators TEXT: Precalculus, 5 th Edition, by Faires and DeFranza ISBN 978-0-8400-6862-0 NOTE: A graphing calculator

More information

REVISION: MAPWORK 18 SEPTEMBER 2014

REVISION: MAPWORK 18 SEPTEMBER 2014 REVISION: MAPWORK 18 SEPTEMBER 2014 Lesson Description In this lesson we revise: Various mapwork calculations Summary Relative Position Bearing is the angular (angle) distance between two points True Bearing

More information

General Physics (PHYS )

General Physics (PHYS ) General Physics (PHYS ) Chapter 22 Magnetism Magnetic Force Exerted on a current Magnetic Torque Electric Currents, magnetic Fields, and Ampere s Law Current Loops and Solenoids Magnetism in Matter GOT

More information

Vectors and 2D Kinematics. AIT AP Physics C

Vectors and 2D Kinematics. AIT AP Physics C Vectors and 2D Kinematics Coordinate Systems Used to describe the position of a point in space Coordinate system consists of a fixed reference point called the origin specific axes with scales and labels

More information

MATH 1040 Objectives List

MATH 1040 Objectives List MATH 1040 Objectives List Textbook: Calculus, Early Transcendentals, 7th edition, James Stewart Students should expect test questions that require synthesis of these objectives. Unit 1 WebAssign problems

More information

1. Peter cuts a square out of a rectangular piece of metal. accurately drawn. x + 2. x + 4. x + 2

1. Peter cuts a square out of a rectangular piece of metal. accurately drawn. x + 2. x + 4. x + 2 1. Peter cuts a square out of a rectangular piece of metal. 2 x + 3 Diagram NOT accurately drawn x + 2 x + 4 x + 2 The length of the rectangle is 2x + 3. The width of the rectangle is x + 4. The length

More information

Mathematics Placement Examination (MPE)

Mathematics Placement Examination (MPE) Practice Problems for Mathematics Placement Eamination (MPE) Revised June, 011 When ou come to New Meico State Universit, ou ma be asked to take the Mathematics Placement Eamination (MPE) Your inital placement

More information

MATHEMATICS Unit Mechanics 3

MATHEMATICS Unit Mechanics 3 General Certificate of Education June 2009 Advanced Level Examination MATHEMATICS Unit Mechanics 3 MM03 Wednesday 17 June 2009 9.00 am to 10.30 am For this paper you must have: a 12-page answer book the

More information

1 Geometry of R Conic Sections Parametric Equations More Parametric Equations Polar Coordinates...

1 Geometry of R Conic Sections Parametric Equations More Parametric Equations Polar Coordinates... Contents 1 Geometry of R 1.1 Conic Sections............................................ 1. Parametric Equations........................................ 3 1.3 More Parametric Equations.....................................

More information

Lab: Vectors. You are required to finish this section before coming to the lab. It will be checked by one of the lab instructors when the lab begins.

Lab: Vectors. You are required to finish this section before coming to the lab. It will be checked by one of the lab instructors when the lab begins. Lab: Vectors Lab Section (circle): Day: Monday Tuesday Time: 8:00 9:30 1:10 2:40 Name Partners Pre-Lab You are required to finish this section before coming to the lab. It will be checked by one of the

More information

M1 January An easy question to start the paper. Applying conservation of momentum where u is the initial velocity and v the final velocity.

M1 January An easy question to start the paper. Applying conservation of momentum where u is the initial velocity and v the final velocity. Page 1 M1 January 003 1. A railway truck P of mass 000 kg is moving along a straight horizontal track with speed 10 ms -1. The truck P collides with a truck Q of mass 3000 kg, which is at rest on the same

More information

Amarillo ISD Math Curriculum

Amarillo ISD Math Curriculum Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board

More information

Review for the Final Exam

Review for the Final Exam Math 171 Review for the Final Exam 1 Find the limits (4 points each) (a) lim 4x 2 3; x x (b) lim ( x 2 x x 1 )x ; (c) lim( 1 1 ); x 1 ln x x 1 sin (x 2) (d) lim x 2 x 2 4 Solutions (a) The limit lim 4x

More information

COURSE STRUCTURE CLASS -X

COURSE STRUCTURE CLASS -X COURSE STRUCTURE CLASS -X Units Unit Name Marks I NUMBER SYSTEMS 06 II ALGEBRA 20 III COORDINATE GEOMETRY 06 IV GEOMETRY 15 V TRIGONOMETRY 12 VI MENSURATION 10 VII STATISTICS & PROBABILTY 11 Total 80 UNIT

More information

MT - MATHEMATICS (71) GEOMETRY - PRELIM II - PAPER - 6 (E)

MT - MATHEMATICS (71) GEOMETRY - PRELIM II - PAPER - 6 (E) 04 00 Seat No. MT - MTHEMTIS (7) GEOMETRY - PRELIM II - (E) Time : Hours (Pages 3) Max. Marks : 40 Note : ll questions are compulsory. Use of calculator is not allowed. Q.. Solve NY FIVE of the following

More information

MATH 100 and MATH 180 Learning Objectives Session 2010W Term 1 (Sep Dec 2010)

MATH 100 and MATH 180 Learning Objectives Session 2010W Term 1 (Sep Dec 2010) Course Prerequisites MATH 100 and MATH 180 Learning Objectives Session 2010W Term 1 (Sep Dec 2010) As a prerequisite to this course, students are required to have a reasonable mastery of precalculus mathematics

More information

171, Calculus 1. Summer 1, CRN 50248, Section 001. Time: MTWR, 6:30 p.m. 8:30 p.m. Room: BR-43. CRN 50248, Section 002

171, Calculus 1. Summer 1, CRN 50248, Section 001. Time: MTWR, 6:30 p.m. 8:30 p.m. Room: BR-43. CRN 50248, Section 002 171, Calculus 1 Summer 1, 018 CRN 5048, Section 001 Time: MTWR, 6:0 p.m. 8:0 p.m. Room: BR-4 CRN 5048, Section 00 Time: MTWR, 11:0 a.m. 1:0 p.m. Room: BR-4 CONTENTS Syllabus Reviews for tests 1 Review

More information

You must have: Ruler, protractor, compasses, pen, pencil, eraser. Formulae: Higher Tier. where a 0, are given by

You must have: Ruler, protractor, compasses, pen, pencil, eraser. Formulae: Higher Tier. where a 0, are given by For Edexcel GCSE Mathematics Paper 1J (Non-Calculator) Higher Tier Time : 1 hour 45 minutes You must have: Ruler, protractor, compasses, pen, pencil, eraser. Instructions, Information and Advice Do not

More information

Quantum Mechanics for Scientists and Engineers. David Miller

Quantum Mechanics for Scientists and Engineers. David Miller Quantum Mechanics for Scientists and Engineers David Miller The particle in a box The particle in a box Linearity and normalization Linearity and Schrödinger s equation We see that Schrödinger s equation

More information

hmhco.com Adaptive. Intuitive. Transformative. AGA Scope and Sequence

hmhco.com Adaptive. Intuitive. Transformative. AGA Scope and Sequence hmhco.com Adaptive. Intuitive. Transformative. AGA Algebra 1 Geometry Algebra 2 Scope and Sequence Number and Quantity The Real Number System (N-RN) Properties of exponents to rational exponents Properties

More information

5.1. Accelerated Coordinate Systems:

5.1. Accelerated Coordinate Systems: 5.1. Accelerated Coordinate Systems: Recall: Uniformly moving reference frames (e.g. those considered at 'rest' or moving with constant velocity in a straight line) are called inertial reference frames.

More information

Prentice Hall Intermediate Algebra, 5th Edition 2009 (Martin-Gay)

Prentice Hall Intermediate Algebra, 5th Edition 2009 (Martin-Gay) Prentice Hall Intermediate Algebra, 5th Edition 2009 (Martin-Gay) C O R R E L A T E D T O Number Properties and Operations High school students should enter high school with a strong background in rational

More information

London Examinations IGCSE Mathematics. Thursday 12 May 2005 Morning Time: 2 hours

London Examinations IGCSE Mathematics. Thursday 12 May 2005 Morning Time: 2 hours Centre No. Candidate No. Surname Signature: Mr.Demerdash Initial(s) Paper Reference(s) 4400/3H London Examinations IGCSE Mathematics Paper 3H Higher Tier Thursday 12 May 2005 Morning Time: 2 hours Materials

More information

Curriculum Scope & Sequence

Curriculum Scope & Sequence Book: Sullivan Pre-Calculus Enhanced with Graphing Utilities Subject/Grade Level: MATHEMATICS/HIGH SCHOOL Curriculum Scope & Sequence Course: PRE-CALCULUS CP/HONORS ***The goals and standards addressed

More information

Honors Algebra 2 B Semester Exam Review

Honors Algebra 2 B Semester Exam Review Honors Algebra B Honors Algebra B Semester Exam Review 05-06 Answers Honors Algebra B Unit, Topic 3. a. y x y x. a. b. 3. a. LCM = x3 x 4. Solution is x 9 b. LCM = xx Solutions are x, x, with both being

More information

Problem Solving 1: The Mathematics of 8.02 Part I. Coordinate Systems

Problem Solving 1: The Mathematics of 8.02 Part I. Coordinate Systems Problem Solving 1: The Mathematics of 8.02 Part I. Coordinate Systems In 8.02 we regularly use three different coordinate systems: rectangular (Cartesian), cylindrical and spherical. In order to become

More information

Course Notes Math 275 Boise State University. Shari Ultman

Course Notes Math 275 Boise State University. Shari Ultman Course Notes Math 275 Boise State University Shari Ultman Fall 2017 Contents 1 Vectors 1 1.1 Introduction to 3-Space & Vectors.............. 3 1.2 Working With Vectors.................... 7 1.3 Introduction

More information

EXPERIMENT 2-6. e/m OF THE ELECTRON GENERAL DISCUSSION

EXPERIMENT 2-6. e/m OF THE ELECTRON GENERAL DISCUSSION Columbia Physics: Lab -6 (ver. 10) 1 EXPERMENT -6 e/m OF THE ELECTRON GENERAL DSCUSSON The "discovery" of the electron by J. J. Thomson in 1897 refers to the experiment in which it was shown that "cathode

More information

GEOL.3250 Geology for Engineers Plate Tectonics - Geomagnetism, Earthquakes, and Gravity

GEOL.3250 Geology for Engineers Plate Tectonics - Geomagnetism, Earthquakes, and Gravity Name GEOL.3250 Geology for Engineers Plate Tectonics - Geomagnetism, Earthquakes, and Gravity I. Geomagnetism The earth's magnetic field can be viewed as a simple bar magnet located near the center of

More information

Surveying Prof. Bharat Lohani Department of Civil Engineering Indian Institute of Technology, Kanpur. Module - 4 Lecture - 1 Compass Surveying

Surveying Prof. Bharat Lohani Department of Civil Engineering Indian Institute of Technology, Kanpur. Module - 4 Lecture - 1 Compass Surveying Surveying Prof. Bharat Lohani Department of Civil Engineering Indian Institute of Technology, Kanpur Module - 4 Lecture - 1 Compass Surveying Welcome to this video lecture series on basic surveying and

More information

Chapter 22, Magnetism. Magnets

Chapter 22, Magnetism. Magnets Chapter 22, Magnetism Magnets Poles of a magnet (north and south ) are the ends where objects are most strongly attracted. Like poles repel each other and unlike poles attract each other Magnetic poles

More information

71- Laxmi Nagar (South), Niwaru Road, Jhotwara, Jaipur ,India. Phone: Mob. : /

71- Laxmi Nagar (South), Niwaru Road, Jhotwara, Jaipur ,India. Phone: Mob. : / www.aarekh.com 71- Laxmi Nagar (South), Niwaru Road, Jhotwara, Jaipur 302 012,India. Phone: 0141-2348647 Mob. : +91-9799435640 / 9166936207 1. An invar tape made of an alloy of: A. Copper and steel. B.

More information

KENDRIYA VIDYALAYA GACHIBOWLI, GPRA CAMPUS, HYD 32

KENDRIYA VIDYALAYA GACHIBOWLI, GPRA CAMPUS, HYD 32 KENDRIYA VIDYALAYA GACHIBOWLI, GPRA CAMPUS, HYD 32 SAMPLE PAPER 05 (2018-19) SUBJECT: MATHEMATICS(041) BLUE PRINT : CLASS X Unit Chapter VSA (1 mark) SA I (2 marks) SA II (3 marks) LA (4 marks) Total Unit

More information

Physics 142 Mathematical Notes Page 1. Mathematical Notes

Physics 142 Mathematical Notes Page 1. Mathematical Notes Physics 142 Mathematical Notes Page 1 Mathematical Notes This set of notes contains: a review of vector algebra, emphasizing products of two vectors; some material on the mathematics of vector fields;

More information

CHAPTER 6 MECHANICAL PROPERTIES OF METALS PROBLEM SOLUTIONS

CHAPTER 6 MECHANICAL PROPERTIES OF METALS PROBLEM SOLUTIONS CHAPTER 6 MECHANICAL PROPERTIES OF METALS PROBLEM SOLUTIONS Concepts of Stress and Strain 6.1 Using mechanics of materials principles (i.e., equations of mechanical equilibrium applied to a free-body diagram),

More information

PART A: Answer in the space provided. Each correct answer is worth one mark each.

PART A: Answer in the space provided. Each correct answer is worth one mark each. PART A: Answer in the space provided. Each correct answer is worth one mark each. 1. Find the slope of the tangent to the curve at the point (,6). =. If the tangent line to the curve k( ) = is horizontal,

More information

Foundation Engineering Prof. Dr N.K. Samadhiya Department of Civil Engineering Indian Institute of Technology Roorkee

Foundation Engineering Prof. Dr N.K. Samadhiya Department of Civil Engineering Indian Institute of Technology Roorkee Foundation Engineering Prof. Dr N.K. Samadhiya Department of Civil Engineering Indian Institute of Technology Roorkee Module 01 Lecture - 03 Shallow Foundation So, in the last lecture, we discussed the

More information

CLASS XII MATHEMATICS. Weightage (Marks) (i) Relations and Functions 10. Type of Questions Weightage of Number of Total Marks each question questions

CLASS XII MATHEMATICS. Weightage (Marks) (i) Relations and Functions 10. Type of Questions Weightage of Number of Total Marks each question questions CLASS XII MATHEMATICS Units Weightage (Marks) (i) Relations and Functions 0 (ii) Algebra (Matrices and Determinants) (iii) Calculus 44 (iv) Vector and Three dimensional Geometry 7 (v) Linear Programming

More information

For a semi-circle with radius r, its circumfrence is πr, so the radian measure of a semi-circle (a straight line) is

For a semi-circle with radius r, its circumfrence is πr, so the radian measure of a semi-circle (a straight line) is Radian Measure Given any circle with radius r, if θ is a central angle of the circle and s is the length of the arc sustained by θ, we define the radian measure of θ by: θ = s r For a semi-circle with

More information

Introduction to tensors and dyadics

Introduction to tensors and dyadics 1 Introduction to tensors and dyadics 1.1 Introduction Tensors play a fundamental role in theoretical physics. The reason for this is that physical laws written in tensor form are independent of the coordinate

More information

Thomas Whitham Sixth Form Mechanics in Mathematics

Thomas Whitham Sixth Form Mechanics in Mathematics Thomas Whitham Sixth Form Mechanics in Mathematics 6/0/00 Unit M Rectilinear motion with constant acceleration Vertical motion under gravity Particle Dynamics Statics . Rectilinear motion with constant

More information

Physics 12. Unit 5 Circular Motion and Gravitation Part 1

Physics 12. Unit 5 Circular Motion and Gravitation Part 1 Physics 12 Unit 5 Circular Motion and Gravitation Part 1 1. Nonlinear motions According to the Newton s first law, an object remains its tendency of motion as long as there is no external force acting

More information

The stationary points will be the solutions of quadratic equation x

The stationary points will be the solutions of quadratic equation x Calculus 1 171 Review In Problems (1) (4) consider the function f ( ) ( ) e. 1. Find the critical (stationary) points; establish their character (relative minimum, relative maimum, or neither); find intervals

More information

A Library of Functions

A Library of Functions LibraryofFunctions.nb 1 A Library of Functions Any study of calculus must start with the study of functions. Functions are fundamental to mathematics. In its everyday use the word function conveys to us

More information

Advanced/Advanced Subsidiary. You must have: Mathematical Formulae and Statistical Tables (Pink)

Advanced/Advanced Subsidiary. You must have: Mathematical Formulae and Statistical Tables (Pink) Write your name here Surname Other names Pearson Edexcel GCE Centre Number Mechanics M1 Advanced/Advanced Subsidiary Candidate Number Wednesday 8 June 2016 Morning Time: 1 hour 30 minutes You must have:

More information

Problems with an # after the number are the only ones that a calculator is required for in the solving process.

Problems with an # after the number are the only ones that a calculator is required for in the solving process. Instructions: Make sure all problems are numbered in order. All work is in pencil, and is shown completely. Graphs are drawn out by hand. If you use your calculator for some steps, intermediate work should

More information

CHAPTER 10 VECTORS POINTS TO REMEMBER

CHAPTER 10 VECTORS POINTS TO REMEMBER For more important questions visit : www4onocom CHAPTER 10 VECTORS POINTS TO REMEMBER A quantity that has magnitude as well as direction is called a vector It is denoted by a directed line segment Two

More information

Related Rates Problems. of h.

Related Rates Problems. of h. Basic Related Rates Problems 1. If V is the volume of a cube and x the length of an edge. Express dv What is dv in terms of dx. when x is 5 and dx = 2? 2. If V is the volume of a sphere and r is the radius.

More information

Phys101-T121-First Major Exam Zero Version, choice A is the correct answer

Phys101-T121-First Major Exam Zero Version, choice A is the correct answer Phys101-T121-First Major Exam Zero Version, choice A is the correct answer Q1. Find the mass of a solid cylinder of copper with a radius of 5.00 cm and a height of 10.0 inches if the density of copper

More information

FUNCTIONS AND MODELS

FUNCTIONS AND MODELS 1 FUNCTIONS AND MODELS FUNCTIONS AND MODELS 1.6 Inverse Functions and Logarithms In this section, we will learn about: Inverse functions and logarithms. INVERSE FUNCTIONS The table gives data from an experiment

More information

MATHEMATICS (IX-X) (Code No. 041)

MATHEMATICS (IX-X) (Code No. 041) MATHEMATICS (IX-X) (Code No. 041) The Syllabus in the subject of Mathematics has undergone changes from time to time in accordance with growth of the subject and emerging needs of the society. The present

More information

Exercise Set 6.2: Double-Angle and Half-Angle Formulas

Exercise Set 6.2: Double-Angle and Half-Angle Formulas Exercise Set : Double-Angle and Half-Angle Formulas Answer the following π 1 (a Evaluate sin π (b Evaluate π π (c Is sin = (d Graph f ( x = sin ( x and g ( x = sin ( x on the same set of axes (e Is sin

More information