Determine Domain and Range Essay Example for Free

Determine Domain and Range Essay the graph by going to the graph window, clicking on File, scrolling down to copy to clipboard and clicking on copy to clipboard. In your opened Word document click on Edit/Paste. Below the pasted graph, answer the following questions. Express your answer using inequalities or interval notation. (1) What is the domain of ? The domain of is the set of all real numbers. (-? , +? ) (2) What is the range of ? The range of is the set of all real numbers greater or equal to zero ( ). [0, +? ) B. On the same graph in Winplot, repeat the procedure above for a new function and add the graph to the previous graph. Copy and paste the new graph into the Word document. Below the new graph, answer the questions below. Express your answer using inequalities or interval notation. (1) What is the domain of ? The domain of is the set of all real numbers. (-? , +? ) (2) What is the range of ? The range of is the set of all real numbers greater or equal to two ( ). [2, +? ) C. Again, on the same graph in Winplot that contains the other two functions, graph a third function . Copy and paste the graph into the Word document. Below the graph answer the questions below. Express your answer using inequalities or interval notation. (1) What is the domain of ? The domain of is the set of all real numbers. (-? , +? ) (2) What is the range of ? The range of is the set of all real numbers greater or equal to minus three ( ). [-3, +? ) D. By observing the answers you have submitted for parts A, B, and C, make a general statement about the domain and range for a function of the type: , for a 0 and also for a 0. The domain of is the set of all real numbers. (-? , +? ) The range of is the set of all real numbers greater or equal to a ( ). [a, +? ) 2. Graphing a Linear Function A. Use Winplot to graph the following linear functions on the same graph. See problem one for how to graph in Winplot and paste the graphs into Word. Copy and paste the graph into the Word document. Below the graph answer the questions shown below. (1) Of the three equations, which has the steeper graph? What is its slope? Of the three equations, has the steeper graph. The slope of is 7/4. (2) What point do all three lines have in common? (Express as an ordered pair. ) All three lines have point (0, 0) in common. B. Use Winplot to graph the following three linear functions on the same graph. Copy and paste the graph into the Word document. Below the graph answer the questions shown below. (1) Compare the graph of the first equation to those of the other two equations. What effect does adding the +1 (second equation) and then the -2 (third equation) have on their graphs as compared to the original graph (first equation )? The graph of equation is parallel to graph of equations and . Adding the +1 to the original graph of , moves graph up by 1 unit. Adding the -1 to the original graph of , moves graph down by 2 unit. (2) Complete the following sentence: The word which best describes the three lines in the graph is _Parallel__. (choose one: perpendicular, intersecting, or parallel. ) (3) What is the slope of each of the three lines? The slope of each of the three lines is ?. (4) What is the y-intercept for each line, respectively? Give the ordered pair for each. The y-intercept for lines , , and are (0,0), (0,1), and (0, -2), respectively. C. Using Winplot, graph the functions y = 3 and y = | x | on the same graph. Copy and paste the graph into the Word document. Below the graph answer the questions shown below. (Enter y = abs(x) into Winplot to graph the second equation). (1) Describe the shape of the graph y = | x |. The shape of the graph is similar to ‘V’. Since y = |x|, therefore the value of y will be always positive and the graph will be represented by equations of two line that forms ‘V’ shape at (0,0). (2) What orientation (horizontal or vertical) does the line y = 3 have? The line y = 3 have horizontal orientation. (3) List the ordered pairs of the 3 points which form a triangle in the picture, (-3, 3), (0,0), and (3,3) (4) Using the formula A = ? bh, what is the area of the triangle pictured? A = (1/2)bh = (1/2)*6*3 = 9 square units. 3. Match the Graph of a Function with its Equation A. Copy and paste all six graphs shown below into your Word document. Label each graph with the appropriate equation from the following list. Use Winplot to help determine the correct match of equation to the given graph.

Gentoo Install Guide :: essays research papers

Gentoo Gentoo-http://www.gentoo.org/ Gentoo is a distribution that has 3 different install methods. You can just install from the CDs known as stage 3. You can install the base system from CD known as stage 2 and then custom compile the rest of the OS from scratch to bring it to stage 3. This makes the system faster and more responsive but takes some time. Last is the stage 1 install where EVERYTHING is built from scratch. This makes for an EXTREMELY customized and streamlined system. However this method can take DAYS depending on the speed of your computer. A broadband connection would be recommened for a stage 2 or 1 install. Gentoo does all this with what is called Portage. you can basically type "emerge nameofprogram" and it will download, configure and compile the software for you. This makes maintaining the system very easy. Gentoo also has a great support base and is available for the MAC platform as well. install guide Note-The following guide is EXACTLY what I did for my install and it was adapted from the official gentoo installation handbook here.-http://www.gentoo.org/doc/en/handbook/index.xml 1. Download and burn the x86 minimal ISO and boot from the CD. 2. You will see a boot prompt where you can choose different kernels or view other options. We'll just hit enter since we don't need anything special. 3. You will then see a splash screen with a purple cow and the system will boot in the background. 4. When it's done you will have the standard linux command prompt. You will do everything for the install from here. No GUIs for you . 5. For this guide I will use an internet connection for everything. It is possible to install from CDs as well but including that info here would make it WAY too long. As such we need to maek sure networking is working correctly. To check use the "ifconfig" command. There should be an entry for eth0. If so run this command "dhcpcd eth0" that will request an ip address from the router. If you don't see anything with ifconfig try "ifconfig -a" if there is no ethx entry then the network card did get the correct driver loaded at boot. You will have to look up what kind of network card you have and find the appropriate module (driver) and load it using the modprobe command. I had to do this myself "modprobe pcnet32" to load the correct driver.

Education Field Observation Report Essay

I have learned a lot about the teaching profession this semester. My dream has always been to become an Elementary teacher. I had the opportunity to observe many classrooms, especially at the Elementary grade levels. Through field experience, I was able to imagine my own classroom and teaching methods. I observed both student-based classrooms and teacher-based classrooms. I even had the opportunity to learn about teaching special education classes, which I never considered teaching until now. This field experience has made me question the level that I want to teach, the methods of instruction I should choose, and the content area on which I should focus. Although my task was to observe for five hours in elementary, five hours in middle school, and five hours in high school, I observed more teachers and classrooms at the elementary level. Starting out, my goal was to teach only grades kindergarten through fifth, but I had the realization that I would not mind teaching at middle grade levels. In some of the student-centered classrooms, I noticed that group work made some of the quieter students feel comfortable speaking in class and engaging in activities. An example is the fourth grade class that worked in groups and rotated stations every few minutes. They enjoyed the subject content more since they had the opportunity to work together. This is something I want to bring to my classroom. I got to see teacher-based classrooms, too. However, I did not enjoy observing these classes as much. I felt like the students were not as engaged, and they just did not want to be there. All of the teachers that I observed this semester welcomed me to their classrooms. They even invited me to visit again. In most of the classes, I noticed that the students felt comfortable around the teacher. One teacher engaged in conversation with her students about their spring break. She was inspiring to watch. She was teaching math while I was there, and every student was engaged. She made the children comfortable yet she had their full attention during the math activity. I am glad I had the opportunity to observe the interactions between the students and teachers, because I was able to realize the importance of the students comfort in class. This was especially true in the co-taught special education class that I observed. For example, the students were allowed to sit on the floor and take their tests to reduce test-anxiety. I was given the chance to really think about how student behavior is influenced by the teacher’s behavior. Before obtaining field experience, I believed that middle school students would be unruly and frustrating to teach. I feel differently now that I have seen the middle grade teachers in action. All of the teachers were helpful and explained their philosophies to make me understand how they have well-disciplined students. Behaviorism was a topic discussed in our textbook, and I was able to see different theories first hand. For example, most of the elementary teachers have reward systems set up to endorse good behavior. Others, start the school year out being very strict and then loosen up as the year unwinds. I want to have a good behavior model for my classroom, so I was glad to observe various techniques. Some of the teachers gave me copies of the lessons the students were doing at the time of my observation. I found these activities useful as they made me think about the curriculum that is used. This was important to me since we learned about curriculum and how it is determined, as well as by whom it is determined. Most of the classes that I observed were my favorite subjects, English, Language Arts, and Math. However, I now feel more comfortable at the thought of teaching other content areas, grade levels, and even special education. I was given the chance to observe an English as a Second Language class at the tenth grade level. When first learning about ESL classes this semester I thought I would never want to teach this type of class. This is one of the classes that I am most interested in now. I enjoyed watching the teachers and students interactions, but I did not care for the method of instruction. Although, the teacher used student-centered instruction, it seemed as though he was unable to relate the vocabulary of the activity to some of the students because of the language barrier. I imagined various technology and resources that the instructor could have used. This is an area that I hope to observe more in the future. I thoroughly enjoyed every minute of observation time in the field this semester. I have realized that I am on the right track to a rewarding career. I am still inspired and more determined to become an educator. I am thankful that I had the opportunity to learn from other teachers. Mostly, I was inspired by their patience, innovation, determination, and their compassion for each individual student.

Essay about Mozart k310 sonata (2nd movement) - 2428 Words

Mozart k310 sonata (2nd movement) Analyzation The 2nd movement of the Mozart k310 Piano Sonata resembles standard sonata form in many ways. It opens with a first theme in F (same as key signature). The theme is four bars long; two bars of antecedant, two bars of consequent. Mozart then starts the first theme again with a 32nd note run pick-up instead of the 16th note arpeggio pick-up in the the begginning of the piece so we are prepared for variation in the second statement of the first theme. He then continues the theme with variation until the consequent phrase which is completely different from the first consequent phrase. This new consequent has not only faster rythmic movement but also compressed harmonic rythym. This tension†¦show more content†¦The I chord confuses the tonal direction becasuse the listener expects the ii to be followed by V and then I. This is even more confusing because the scale that accompanies the I chord implies V (the chord the listener wants to hear). The next bar rounds off this cadential prolongation (ii-V-I) but the exposition does not yet end. The arrival to I does not occur until beat three of the bar. The first two beats create even more prolongation as they nearly modulate. And even after this, the exposition is not done. There is a two bar codetta (a one bar figure played twice, the second time with variation) before the strong V7-I cadence with a C pedal tone. This is the first very strong cadence since the start of the closing material. Since the cadence at the end of the exposition is to C without any hint of F as a tonic, the Developement begins in C. In fact, it is clearly in C as its pick-ups are a C arpeggio and the first bar looks and sounds like I and shows no indication of a ‘Bb’ or any other scale alteration. The opening of the developement is also a textural change but seems to resemble old material in its melody. Both the first theme and the second theme have similar figures to the new material. The developement starts with tonal mov ement in each of the first two measures, I in the first measure and ii6 in the second. In the third bar the harmonic rythym increases with a I64 for the first two beats and a V7 in