The velocity versus time graph came out to be a quadratic model‚ having a number of curves. Since this is based off of original measurements‚ any mistakes in measuring would have been multiplied when the velocity was calculated‚ so human error could be prevalent here as well. Conclusion Our hypothesis was only partially supported. The position versus time graph was a linear model‚ as predicted‚ but the velocity versus time graph was quadratic‚ not supporting the hypothesis. Data and Observations
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Jonald Atienza February 3‚ 2015 MT32-C11 C/M Ronel Almacen Finals Activity 2: Channeling Introduction On February 2‚ 2015‚ C/M Almacen discussed about channeling. He showed us the famous channel in the world the Istanbul‚ Turkey. He shared his experiences in navigating in this channel. He taught us the Traffic Separation Scheme (TSS). It has the north bound and south bound just like the road in land. Counter flowing is not allowed also in narrow channeling. When joining the Traffic
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response surface method. Results show that the sorption behavior is best at high oil concentration and longer duration of exposure. Based on the sorption parameter‚ the most recommended time of contact is in the range of 65.00 to 95.00 min. The quadratic model was selected among other polynomial equations based on its R2 value of 0.9495 and p-value which is less than 0.0001 at a 0.05 confidence level. INTRODUCTION The availability of liquid petroleum in the form of crude oil and its
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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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Chapter 6 Resource Masters Consumable Workbooks Many of the worksheets contained in the Chapter Resource Masters booklets are available as consumable workbooks. Study Guide and Intervention Workbook Skills Practice Workbook Practice Workbook 0-07-828029-X 0-07-828023-0 0-07-828024-9 ANSWERS FOR WORKBOOKS The answers for Chapter 6 of these workbooks can be found in the back of this Chapter Resource Masters booklet. Glencoe/McGraw-Hill Copyright © by The McGraw-Hill Companies‚ Inc. All
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P.1 Heep Yunn School Mid-year Examination (2010 – 2011) SS1 Mathematics (Compulsory Part) Paper 2 F.4 A‚ B‚ C‚ D‚ E Time allowed: 45 minutes Total marks: 30 Answer ALL the questions in this paper. The diagrams in this paper are not necessarily drawn to scale. Dec 2010 2 1. mn 1 1 = m n A. 1 2. 4. 4a 2b A. C. 4(a 2b)(a + 2b) 4(a 4b)(a + 4b) If b c ‚ then y = a by b ac b D. 1 a 2 D. ac b c b a b C. 22a 3b B. D. 4(a b)2 4(a 2b)2 B. ac
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As students‚ we are taught the basics about mathematics. What the core properties of addition‚ subtraction‚ multiplication and division mean. How they work‚ and if we are lucky‚ we go into a little history of these methods. For those of us who have learned history‚ we learned that the basis for modern mathematics came from the Greeks and their writings. While this is correct‚ to truly understand the historical aspect of mathematics and its origins‚ one must study a time before the Greeks‚ when math
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2012 by University of Phoenix. All rights reserved. Course Description This course explores advanced algebra concepts and assists in building the algebraic and problem solving skills developed in Algebra 1A. Students will solve polynomials‚ quadratic equations‚ rational equations‚ and radical equations. These concepts and skills will serve as a foundation for subsequent business coursework. Applications to real-world problems are also explored throughout the course. This course is the second
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seem a little overwhelming at first‚ but once you break them down and see how they correspond together. I really enjoyed doing them. I like to see how things work together and how the answer is found. The hardest concept for me was simplifying quadratic equations. I was unsure when to use certain steps and simplifying odd square roots was difficult for me. I could have done more studying on the study plan and even online. I also should have attended the math tutoring available at our local University
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acceleration is zero. To get started I decided the vertical distance‚ and then I calculated the time‚ using the time I figured out the initial velocity‚ and then I used this to figure out the distance the cone would go in the X direction. Then using the Pythagorean Theorem‚ I figured the total distance. The distance I got from my calculations which I will expand on is 1.414408737. | | Problem: “With the information given in the reading‚ figure out‚ how far the ice cream shooter will go.” Hypothesis: “If
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