This function is f(x)=x 1 | 3 | , which is the same as f(x)= . This is the function f(x)=2x. These are the types of functions this lesson will focus on. Essential Questions After completing this lesson, you will be able to answer these questions: * How can graphs be created from verbal expressions? * How can the key features of an exponential function be compared through tables and graphs?
◦Describe what this graph looks like. Include information about the intercepts, the type of line needed, direction of the line, and region(s) shaded to fulfill the inequality. Any details which are pertinent to know about the graph should be mentioned. ◦Evaluate the findings in this graph. Pick a point in the shaded area and give its coordinates, and then discuss what those numbers mean in terms of rockers and board feet of lumber.
Name: ___________ Period: ___ Date: ___ C.P. Population Lab Quiz (20 pts on your lab portion of the grade) Directions: 1) Save this file onto your network account. 2) Type in your name, period and date at the top of this paper 3) Open up Microsoft Excel and copy the data table below into that program 4) Make a scatter plot graph of the data--be sure to provide all needed labels etc. 5) Use Excel to calculate the correlation of the two variables. 6) Copy & paste your graph into this document (you can delete the data table once you have pasted the graph onto this page) 8) Write a discussion of what the graph tells us.
Determine the result of 100100002+11011102. Show the mapping that you created to solve this addition problem. = 11111110 2. Determine the result of 110011002 AND 111111002. Show the mapping or truth table that you used to solve this logic problem.
There are actually two ways to solve the function h(t)=160 + 92t – 16t2: using algebra or a graphing calculator. To find the answers on a graphing calculator, you insert the function and adjust your WINDOW so that you get a graph that looks like a big hill or rollercoaster. You then
Below is a depiction of the data that Martin collected: Sara’s Frequency of SIB | BASELINE Occurrences | DRO Occurrences | 22 | 5 | 25 | 5 | 27 | 3 | 26 | 2 | 1. Create a basic line graph using Microsoft Excel, to be included in your Word document. The graph should depict the data provided in this case study. You should only need to create one graph, with SIB depicted, both in baseline and in intervention. 2.
Just click Delete because we can always bring the graph up again later. Save your project. You can expand and review other graphs at this point if you desire. You will find that the VO Engineer can access both the web server and the Database Server, and that the Online Shopper can access the web
To be able to show all 16 possible numbers 0-15 you can change the circuit so that the most significant bit (the eights place) is shown by an LED and the rest of the number is displayed on the MAN72, this would then be a successful binary to octal number system conversion circuit. Lab 4 – Logic Gates Materials: - 7400 quad 2-input NAND gate - 7402 quad 2-input NOR gate - Two 1.0 kΩ resistor Purpose: The purpose of this exercise was to set up a simple NAND or not and gate and a NOR, or not or, gate. Once set up, using one of the resistors to ground for a logic of one and a simple jump to ground for a logic of zero, the goal was to test the truth tables for these two gates. Procedure: The setup was incredibly simple, we simply set up and VCC’d the ICs and then began to test. The trouble came when our results were not matching the anticipated theoretical results.
| | | | | Question 11 1 out of 1 points | | | To remove duplicate records (rows),Answer | | | | | Selected Answer: | select any cell in the table, then click Remove Duplicates from the Tools group on the Table Tools Design tab. | Correct Answer: | select any cell in the table, then click Remove Duplicates from the Tools group on the Table Tools Design tab. | | | | | Question 12 1 out of 1
Length, we plotted the points and discovered that it formed a root curve. In our second graph, Period2 vs. Length, as we plotted the points, we discovered that the graph had become linear—this graph would also be able to find the length for any period. Both graphs consistently confirmed that the period of a pendulum is proportional to the root of its length. When we were given the equation to find the