...Republic Polytechnic A114 Mathematics II Worksheet 03: Points on the Same Plane Discussion 1. Discuss the characteristics of a flat plane. How would a flat plane look like? Give some examples of a flat plane. Is define as a surface with no thickness. 2. What is a straight line? Give some examples of a straight line. Y=mx+c, it’s a line where 2 points meet. a) Given any two points in space, how would you find the vector from one point to another point? b) What is the relationship of this vector with the straight line that passes through the two points? 3. What do you understand by the term “normal vector to a flat plane”? What is/are the angle/angle(s) between the normal vector and the flat plane? Describe the relationship between any line on a plane with respect to the normal vector of the flat plane. Exploring and Understanding 4. Figure 1 Figure 1 above shows three points (i.e. A, B and C) lying on the same plane. a) From the information given, find vectors , and . = (0 3 -5) = ( b) From what you have discussed in Q2 and Q3, what is the relationship between the normal vector to the flat plane and the three vectors , and ? The normal vector is always perpendicular to the flat plane. c) What can you conclude about any vectors that lie on the plane with the normal vector to the plane? All perpendicular to the plane. Dot Product 5. Similar to multiplication of two...
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...Instructional Materials: | Textbook, Hand-outs, Outside Readings, VC Library, MyMathLab www.mymathlab.com | Course Description: | This course includes a review of the arithmetic of integers, fractions, exponents, rational numbers, real numbers, and metric units. Students are also introduced to linear equations, radicals, roots, plane geometry, and verbal problems. | Course Objectives: | Upon successful completion of this course, the student should be able to: * perform basic functions with rational numbers, including integers; * simplify expressions containing exponents; * use the order of operations agreement; * read and interpret various graph formats; * calculate mean, median, and mode of data sets; * determine the probability of an event; * work with metric units; * evaluate and simplify variable expressions; * solve basic algebraic equations; * define and describe geometric concepts, including angles and plane figures; * calculate perimeter, area and volume of geometric figures and solids; * use the Pythagorean Theorem to solve for the unknown side of a right triangle; * interpret the rectangular coordinate system and graph basic linear equations and functions; * complete daily tasks in a timely manner; and * work...
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...The word geometry is Greek for geos - meaning earth andmetron - meaning measure. Geometry was extremely important to ancient societies and was used for surveying, astronomy, navigation, and building. Geometry, as we know it is actually known as Euclidean geometry which was written well over 2000 years ago in Ancient Greece by Euclid, Pythagoras, Thales, Plato and Aristotle just to mention a few. The most fascinating and accurate geometry text was written by Euclid, and was called Elements. Euclid's text has been used for over 2000 years! Geometry is the study of angles and triangles, perimeter, area and volume. It differs from algebra in that one develops a logical structure where mathematical relationships are proved and applied. In part 1, you will learn about the basic terms associated with Geometry. Terms (Undefined) 1. Point Points show position. A point is shown by one capital letter. In the example below, A, B, and C are all points. Notice that points are on the line. 2. Line A line is infinite and straight. If you look at the picture above, is a line, is also a line and is a line. A line is identified when you name two points on the line and draw a line over the letters. A line is a set of continuous points that extend indefintely in either of its direction. Lines are also named with lowercase letters or a single loswer case letter. For instance, I could name one of the lines above simply by indicating an e. Terms (Defined) 1. Line Segment A line...
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...Algebra I Suggested Teaching Strategies The curriculum guide is a set of suggested teaching strategies designed to be only a starting point for innovative teaching. The teaching strategies are optional, not mandatory. A teaching strategy in this guide could be a task, activity, or suggested method that is part of an instructional unit. It should not be considered sufficient to teach the competency and the associated objective(s); the teaching strategy could be one small component of the unit. There may not be enough instructional time to utilize every strategy in the curriculum guide. The 2007 Mississippi Mathematics Framework Revised includes the Depthof-Knowledge (DOK) level for each objective. As closely as possible, each strategy addresses the DOK level specified for that objective or a higher level. Suggestions or techniques for increasing the level of thinking may be included in the strategy(ies). In addition, the process strands (problem solving, communication, connections, reasoning and proof, and representation) are included in the strategies. The purpose of the suggested teaching strategies is to assist school districts and teachers in the development of possible methods of organizing the competencies and objectives to be taught. Since the competencies and objectives require multiple assessment methods, some assessment ideas may be included in the strategy. October 2007 2007 Mississippi Mathematics Framework Revised Strategies Comp. 1 2 Obj. a g ...
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...Graz University of Technology CATIA V5 Basic Training CAx in Automotive and Engine Technology 313.067 Dipl.-Ing. Michael Lang CATIA V5 Basic Training Graz University of Technology 2013 Preface The present script includes an introduction of the main features in the 3D design software package Catia V5. Beside the basic tools of 3D design, a number of exercises and examples point to different construction strategies in several applications. In addition to the primary functions, methods for the generation of solid components and assemblings are explained and executed by use of different examples. Training targets: Sketch mode Basic part design Enhanced features of part design Assembly design and product structure Generating drawings The script is based on Catia V5 Release 16 and will be updated continuously. To keep the paper up to date and to fulfill the requirements on the Catia V5 education at a high level, questions, critics and new inputs are sincerely welcome. Please write an email to: Michael Lang: michael.lang@ivt.tugraz.at 2 CATIA V5 Basic Training Graz University of Technology 2013 Table of contents 1 2 Introduction ..........................................................................................7 1.1. An excerpt of available workbenches ............................................................. 8 The user interface of CATIA V5 ...........................................................9 2.1. Graphic display .........
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...Contents Contents Step by Step Tutorial by Thomas M. Simmons 1ArchiCAD Step by Step Tutorial ArchiCAD Step by Step Tutorial1 Contents Graphisoft Visit the Graphisoft website at http://www.graphisoft.com for local distributor and product availability information. Graphisoft ArchiCAD Step by Step Tutorial Copyright © 1998-2003 by Thomas M. Simmons. All rights reserved. Reproduction, paraphrasing or translation without express prior written permission of the author and Graphisoft is strictly prohibited. Published by GRAPHISOFT R&D Rt. Second edition - first printing. Trademarks ArchiCAD and ArchiFM are registered trademarks and PlotMaker, Virtual Building, StairMaker and GDL are trademarks of Graphisoft. All other trademarks are the property of their respective holders. 2 ArchiCAD Step by Step Tutorial Contents Contents About the Author Thomas M. Simmons President ARCHVISTA The Graphisoft ArchiCAD Step by Step Tutorial was developed by ARCHVISTA and used with the ArchiCAD training course at the San Francisco Institute of Architects. This is the first edition of Step by Step produced for ArchiCAD 8. The author, Thomas M. Simmons, spent seven years as an architect and served as the Director of Design Technology for Esherick, Homsey, Dodge and Davis Architects, an award-winning and internationally acclaimed architecture firm, before starting his company, ARCHVISTA. While at EHDD Architects, he was instrumental in integrating and managing ArchiCAD...
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...Capstone: Strategic Management May 13th, 2008 Robert Gibson – Scott McDaniels – Jonah Nelson – David Stark Table of Contents: Strategic Profile 3 * Company Introduction Situational Analysis 4-15 * External * PEST Analysis * Porter’s 5 Forces * Bargaining Power of Suppliers * Bargaining Power of Buyers * Threat of New Entrants * Threat of Substitutes * Competitive Rivalry between Existing Players * Competitor Landscape * Alaska Airlines * Southwest Airlines * United Airlines * Air Canada * Key Success Factors * Internal 16-23 * Resources * Tangible * Intangible * Value Chain Analysis * Primary Activities * Secondary Activities * Capabilities * VRIN Testing * Core Competencies SWOT Analysis 24-25 * Strengths * Weaknesses * Opportunities * Threats Strategy Formulation 26-28 * Strategic Alternatives * Alternative Evaluation * Alternative Choice Strategic Alternative Implementation 29-31 * Action Items * Action Plan References 32 Strategic Profile: Company Introduction Alaska Air Group is made up of two principle subsidiaries Alaska Airlines and...
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...Cooperative Problem Solving in Physics A User’s Manual Why? What? How? STEP 1 Recognize the Problem What's going on? STEP 2 Describe the problem in terms of the field What does this have to do with ...... ? STEP 3 Plan a solution How do I get out of this? STEP 4 Execute the plan Let's get an answer STEP 5 Evaluate the solution Can this be true? Kenneth Heller Patricia Heller University of Minnesota With support from the National Science Foundation, University of Minnesota, and U.S. Department of Education © Kenneth & Patricia Heller, 2010 Acknowledgments In reaching this stage in this work, we gratefully acknowledge the support of the University of Minnesota, the U.S. Department of Education FIPSE program, and the National Science Foundation. This work would not have existed without the close cooperation of the University of Minnesota School of Physics and Astronomy and Department of Curriculum and Instruction. We have incorporated the suggestions of many faculty members from both Physics and Education at the University of Minnesota and other institutions that have communicated with us at workshops, meetings, and by e-mail. This work has depended on the efforts and feedback of many graduate student teaching assistants in the School of Physics and Astronomy over the years. Much of this development is directly based on the research of the graduate students in the University of Minnesota Physics Education Program: Jennifer...
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...Acknowledgement & Project Overview The aim of this project report is to estimate and calculate the approximate design of a 1MW solar PV power plant (utility scale). The total no. of solar panel required and the different parameters of the solar panel estimated. A site in West Bengal is taken virtually to estimate the solar intensity of the site which is most important for calculation of such type of report. A Single Line Diagram (SLD) has been introduced in this report. Also the brief details of the materials/equipments (solar panels, inverters, protective gears, transformer, SCADA etc.) used to set up a 1MW power plant have been highlighted. A financial overview with a possible income datasheet included in the project report Please give your feedback via email to this email address: amrit.mandal0191@gmail.com 1 Contents 1. Aim of the project 2. Financial overview 3. Global market price trends of solar panel 4. Technical Calculation/Estimation & Specification i. Solar panel ii. Inverter iii. Protective gears iv. SCADA system v. Transformer 5. Single line diagram & Schematics 2 1. Aim of the project Aim of this paper is to give an overview of a 1MW solar PV power plant (utility scale). How the project will work? 1. Using solar pv modules, solar power generates in DC which is converted into AC power and then using a power transformer the generated and modified AC power will be fed to the grid. 2. No battery...
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...Advanced Manufacturing Competency Model Updated April 2010 Employment and Training Administration United States Department of Labor 1 www.doleta.gov Updated April 2010 Advanced Manufacturing Competency Model Table of Contents About the Model 3 Tier One: Personal Effectiveness Competencies 4 Interpersonal Skills 4 Integrity 4 Professionalism 4 Initiative 4 Dependability & Reliability 4 Lifelong Learning 4 Tier Two: Academic Competencies 6 Science 6 Basic Computer Skills 6 Mathematics 7 Reading 7 Writing 7 Communication—Listening and Speaking 8 Critical & Analytical Thinking 8 Information Literacy 8 Tier Three: Workplace Competencies 10 Business Fundamentals 10 Teamwork 10 Adaptability/Flexibility 11 Marketing and Customer Focus 11 Planning and Organizing 12 Problem Solving and Decision Making 12 Working with Tools and Technology 13 Checking, Examining, and Recording 13 Sustainable Practices 14 Tier Four: Industry-Wide Technical Competencies 15 Entry-Level 15 Manufacturing Process Design/Development 15 Production 15 Maintenance, Installation, and Repair 17 Supply Chain Logistics 17 Quality Assurance and Continuous Improvement 18 Sustainable and Green Manufacturing 19 Health, Safety, Security, and Environment 19 Technician Level 21 Manufacturing Process Design/Development 21 Production...
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...ADVANCED COMPUTER APPLICATIONS MODULE DEFINE A COMPUTER * An electronic machine that works under the control of stored programs to accept, process & output data/information for use by the operator. * A device that accepts data, processes the data in accordance with a stored program, generates results, and usually consists of input, output, storage, and arithmetic, logic, and control units. * A functional unit that can perform substantial computation, including numerous arithmetic operations or logic operations, without human intervention during a run. * It is an electronic device/machine that accepts data (raw facts & figures) as input and processes (works on it) to produce information (data converted to meaningful form) as output. The computer is made up of hardware, software and peripheral devices. Hardware- refers to the tangible, physical and mechanical components of a computer. Software- refers to the intangible computer components, which are the programs or instructions of the computer. Everything that a computer does, it acts under instructions written out as computer programs. The hardware needs these instructions to function Computer program: * A set of instructions, written in a specific programming language, which a computer follows in processing data, performing an operation, or solving a logical problem. See also software. * A computer program is a set of statements or instructions to be used directly or indirectly in a computer...
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...This page intentionally left blank Copyright © 2008, New Age International (P) Ltd., Publishers Published by New Age International (P) Ltd., Publishers All rights reserved. No part of this ebook may be reproduced in any form, by photostat, microfilm, xerography, or any other means, or incorporated into any information retrieval system, electronic or mechanical, without the written permission of the publisher. All inquiries should be emailed to rights@newagepublishers.com ISBN (13) : 978-81-224-2631-1 PUBLISHING FOR ONE WORLD NEW AGE INTERNATIONAL (P) LIMITED, PUBLISHERS 4835/24, Ansari Road, Daryaganj, New Delhi - 110002 Visit us at www.newagepublishers.com This page intentionally left blank Table Of Contents PART I (Computer Application Theory) 1 Introduction To Computer .........................................................1 History Of Computer .................................................................................................. 1 Generations Of Computer ........................................................................................... 7 First Generation Computers........................................................................... 7 Second Generation Computers ...................................................................... 7 Third Generation Computers ......................................................................... 8 Fourth Generation Computers .......................................................
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...2007-2008 JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY, HYDERABAD B.TECH. ELECTRONICS AND COMMUNICATION ENGINEERING I YEAR COURSE STRUCTURE |Code |Subject |T |P/D |C | | |English |2+1 |- |4 | | |Mathematics - I |3+1 |- |6 | | |Mathematical Methods |3+1 |- |6 | | |Applied Physics |2+1 |- |4 | | |C Programming and Data Structures |3+1 |- |6 | | |Network Analysis |2+1 |- |4 | | |Electronic Devices and Circuits |3+1 |- |6 | | |Engineering Drawing |- |3 |4 | | |Computer Programming Lab. |- |3 |4 | | |IT Workshop |- |3 |4 | | |Electronic Devices and Circuits Lab |- |3...
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...COMPUTER EDUCATION YEAR 11 2014 Technology and Employment Skills Training Ministry of Education, Fiji. 28th November 2013 Year 11 Computer Education 1 Preface This text book has been written to cater for the new Year 11 Computer Education syllabus trialed in Fiji secondary school for the year 2014. It is a new text book and the first of its kind to be written locally. It is hoped that this book will be useful in implementing the syllabus but it should be understood that it is not the syllabus. The syllabus is the framework for the teacher to follow while this text book is a resource for the student. Therefore departure to other resource materials for more information will be acceptable. The text book is not the perfect piece of work as it has been prepared in a very short time, therefore suggestions for amendments will be welcomed. It is anticipated that this book will minimize the amount of time for teachers in lesson preparation and more time will be devoted to actual classroom teaching and learning. There may be a variety of opinion about the content of the topics, but for the beginner it is the best which gives the time and opportunity to become familiar with the basics before pursuing further into the field of study in greater detail at the upper secondary level Ministry of Education, Suva. Fiji Islands 28th November 2013. Year 11 Computer Education 2 Acknowledgement This textbook for year 11 Computer Education has been produced by the Computer...
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...Algebra for the Utterly Confused This page intentionally left blank. Algebra for the Utterly Confused Larry J. Stephens McGraw-Hill New York San Francisco Washington, D.C. Auckland Bogotá Caracas Lisbon London Madrid Mexico City Milan Montreal New Delhi San Juan Singapore Sydney Tokyo Toronto Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-143095-4 The material in this eBook also appears in the print version of this title: 0-07-135514-6 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at george_hoare@mcgraw-hill.com or (212) 904-4069. TERMS OF USE This is a copyrighted work and The McGraw-Hill Companies, Inc...
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