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http://web.up.ac.za/default.asp?ipkCategoryID=43 | Do you have a passion for education? Or are you looking to enhance your undergraduate degree in education but don’t know which university to choose? Find out about the curriculum and requirements that postgrad students need to be enrolled at the University of Pretoria’s Faculty of Education this year.
The Regents' Scholarship is a voluntary statewide scholarship aligned with the Utah Scholars Curriculum. The courses required by the scholarship are proven to help students become college and career ready. All of the requirements for the Regents’ Scholarship must be completed during grades 9-12, by the date of high school graduation. Courses taken before grade nine or after grade twelve will not satisfy the scholarship requirements. The scholarship is available to Utah high school graduates who enroll in 15 credit hours at one of the following institutions: Dixie State University, Salt Lake Community College, Snow College, Southern Utah University, University of Utah, Utah State University, Utah Valley University, or Weber State University. It can also be used at the following private, non-profit Utah institutions: Brigham Young University-Provo, LDS Business College, and Westminster College. Students apply for the Regents’ Scholarship by February 1 of their senior year of high school. It is the student’s responsibility to understand the requirements of the scholarship, however students are encouraged to work closely with their school guidance counselor and scholarship staff. Should you have questions regarding the scholarship, call 801-321-7159 or email firstname.lastname@example.org. Scholarship Award Information
Latihan Soal IPA - UN dan SNMPTN/PTS 2012/2013 - 04-09-2013 Universitas Esa Unggul - http://www.esaunggul.ac.id Latihan Soal IPA - UN dan SNMPTN/PTS 2012/2013 Tuesday, April 09, 2013 http://www.esaunggul.ac.id/future-student/latihan-soal-ipa-un-dan-snmptnpts-20122013/ Latihan Soal IPA UN dan Ujian SNMPTN/PTS 2012/2013 Modul 1 Bahasa Indonesia Bahasa Inggris Matematika IPA Fisika Kimia Biologi Modul 2 Bahasa Indonesia Bahasa Inggris Matematika IPA Fisika Kimia Biologi _______________________________________________ PDF generated by Universitas Esa Unggul page 1 / 1 Powered by TCPDF (www.tcpdf.org) 4 Sep 2013 ... Latihan Soal IPA - UN dan SNMPTN/PTS 2012/2013 - 04-09-2013. Universitas Esa Unggul - http://www.esaunggul.ac.id. Latihan Soal IPA - UN ...
BAHASA INGGRIS : XII IPA/IPS : 90 menit Mata Pelajaran Kelas/ Program Waktu Choose A, B, C, D, or E for the correct answer. Listening Section In this section of the test, you will have the chance to show how well you understand spoken English. There are three parts to this section with special directions for each part. Part I Questions 1 to 5 Directions: In this part of the test, you will hear some dialogues or questions spoken in English. The dialogues or questions will be spoken two times. They will not be printed in your test book so you must listen carefully to understand what the speakers say. After you hear a dialogue and the question about it, read the five possible answers and decide which one would be the best answer to the question you have heard. Now listen to a sample question. You will hear: Man : How about exercising tomorrow morning? Woman : Alright. Pick me up at 6. You will also hear: Narrator : What will the man do? You will read in your test book: a. Do exercise at 6. b. Go with six women. c. Take exercise alone. d. Leave the woman alone. e. come to the woman’s house. The best answer to the question is “Come to the woman’s house.” Therefore, you should choose answer (e). 1. a. She cut herself quite badly. b. She wasn’t given any help. c. She cried while slicing onions. d. She sliced the onions hurriedly. e. She was going to make fried rice. 2. a. Do his assignment b. See a book fair. c. Buy a history book. d. Offer the woman a book. e. Go to the woman’s house. 3. a. To buy a novel. b. To read a novel. c. To lend a novel. d. To go to a bookstore. e. To finish reading a novel. 4. a.1 b.2 c.3 d.4 e.5 Latihan Soal UN dan Ujian SNMPTN /PTS 2012/2013 1 5. a.1 b.2 c.3 d.4 e.5 PART II Questions 6 to 10 Directions: In this part of the test, you will hear a statement or a question spoken in English, foolowed by four responses, also spoken in English. The statement or question and the responses will be spoken two times. They will not be printed in your test book, so you must listen carefully to understand what the speakers say. You have to choose the best response to each statement or question. Now listen to a sample question: You will hear: Woman : Good morning, John. How are you? Man : …… You will also hear: a. I am fine, thank you. c. Let me introduce myself. b. I am in the living room. d. My name is John Travolta. 6. 7. 8. 9. 10. The best answer to the question “How are you?” is choice (a), “I’m fine, thank you.” Therefore, you should choose answer (a). Mark your answer on your answer sheet. Mark your answer on your answer sheet. Mark your answer on your answer sheet. Mark your answer on your answer sheet. Mark your answer on your answer sheet. Part III Questions 11 to 15 Directions: In this part of the test, you will hear several monologues. Each monologue will be spoken two times. They will not be printed in your test book so you must listen carefully to understand what the speakers say. After you hear a monologue and the questions about it, read the five possible answers and decide which one would be the best answer to the questions you have heard. 11. a. b. c. Goose hunting An unfaithful dog An unusual accident d. A mathematics teacher e. Chambers Country Policeman 12. a. b. c. Arthur Houston Labrador d. Perry Price e. Joe LaRive Latihan Soal UN dan Ujian SNMPTN /PTS 2012/2013 2 13. a. b. c. It lies on high land. It is densely populated. It lies on a flat low plain area. d. The climate is hot and humid. e. It is at the mouth of the Ciliwung River. 14. a. b. c. James’ pet dog Muggs’ characteristics Muggs’ strange behavior d. The night when Muggs died e. Browny, the Cocker Spaniel 15. a. b. c. Andre Muggs James d. Browny e. George This is the end of the listening section Reading Section Text 1 is for number 16 Miss Ratu, I’m going to have a business trip to Surabaya and Jakarta. I’d like to go by train from here to Surabaya this afternoon and spend two days there. Then I’d like to fly to Jakarta and stay there for three nights. 1. Please book an executive class train ticket and seat reservation to Surabaya. 2. Please book single room with bath for three nights (Wed 1, Thurs 2, Fri 3) at Sulthan Hotel, Jakarta Selatan. Thanks, Raja 16. What is the message about? A. B. C. D. E. Mr. Raja’s request to his secretary. Ratu’s plan to Surabaya. A business trip to Surabaya. Mr. Raja’s schedule to Jakarta. A reservation for a train ticket. Text 2 is for number 17 Hi, Guys! 78 shs will hold a Fund Raising Activity next month. It is intended to help victims of earthquake in several areas in Aceh. Everyone who is interested in this activity, please join us. You are also invited to donor your used clothes. For further information, please contact Teuku as the chief program cocoordinator at his office or to the following numbers: 021- 7996070 081318777056 17. What is the activity for? A. Collecting used clothes B. Helping their raising activity C. Joining fund raising activity D. Helping victims of earthquakes E. Inviting neighbor to donor used clothes Text 3 is for number 18 The University of Australia The University of Australia has an international reputation for educational professionals and applied research. It is Australia’s largest university, with six campuses, including a specialized technology campus. The university places particular importance on the quality of its teaching and learning programs, and on its working links with industry, business and government. 18. Which information is NOT TRUE about the University of Australia? Latihan Soal UN dan Ujian SNMPTN /PTS 2012/2013 3 A. B. C. D. E. It has an international educational reputation It also has a specialized technology campus It has six technology campuses It is Australia’s largest university It has good relation with industry Text 4 is for number 19 and 20 Quake Rocks Southern Philippines Philippines: A 5,3-magnitude earthquake struck the southern Philippines on Thursday, the U.S. Geological Survey said, but there were no reports of casualties or damage. The undersea quake struck at 11:20 a.m. (03200 GMT) around 96 kilometers south east of the southern city of General Santos on the island of Mindanao, the U.S. agency said. The quake was felt in various cities in Mindanao but was not large enough to cause any major damage or panic, said the Philippine Institute of Volcanology and Seismology (Phivolcs). The archipelago nation, made up of more than 7,000 islands, sits on the Pacific “Ring of fire” where continental plates collide, causing frequent seismic and volcanic activity. (Adapted from the Jakarta Post, December 2008) 19. How do we know that the quake was not considered as a big one? Because .... A. It was an undersea quake B. There was no victims or damage C. The quake was less than 5,3 magnitute D. The distance was deep down the sea E. The quake rocked the center of Mindanao, ...
Soal-Soal dan Pembahasan SNMPTN Matematika IPA Tahun Pelajaran 2010/2011 Tanggal Ujian: 01 Juni 2011 1. Diketahui vektor u = (a, -2, -1) dan v = (a, a, -1). Jika vektor u tegak lurus pada v , maka nilai a adalah ... A. -1 B. 0 C. 1 D. 2 E. 3 Jawab: Vektor: vektor u tegak lurus pada v maka u . v = 0 u = −2 , v = −1 −2 . −1 −1 (a – 1) (a-1) = 0 maka a = 1 −1 = a2 – 2a + 1 = 0 (a - 1)2 = 0 Jawabannya adalah C 2. Pernyataan berikut yang benar adalah ... A. Jika sin x = sin y maka x = y B. Untuk setiap vektor u , v dan w berlaku u . ( v . w ) = ( u . v ). w C. Jika b f ( x) dx = 0, maka a D. Ada fungsi f sehingga E. 1 – cos 2x = 2 cos2 x f ( x )= 0 Lim f(x) ≠ f(c) untuk suatu c xc www.belajar-matematika.com - 1 Jawab: Trigonometri, vektor, integral, limit A. Ambil nilai dimana sin x = sin y sin α = sin (1800 – α ) ambil nilai α = 600 sin 600 = sin 1200 ; tetapi 600 ≠ 1200 Pernyataan SALAH B. Operasi u . ( v . w ) tak terdefinisi karena v . w = skalar, sedangkan u = vektor vektor . skalar = tak terdefinisi Pernyataan SALAH C. Ambil contoh cari cepat hasil dimana b f ( x) dx = 0 ; a 1 Didapat b = 1 dan a = -1 maka f(x)= x x dx = 0 1 terbukti : f(x) = x bukan f(x) = 0 x2 | Pernyataan SALAH D. Ambil contoh f(x) = Lim xc f(x) = Lim x 1 ( ( = ( ( ) ( )( ) = ) ( ) Lim f(x) ≠ f(c) 2 ≠ 1 xc ) ( )( ) = ) ( ) =2 Pernyataan BENAR E. 1 – cos 2x = 1 – ( 2cos2 x – 1) = 1 + 1 - 2cos2 x = 2 - 2cos2 x = 2 ( 1 – cos2 x) Pernyataan SALAH Jawabannya adalah D www.belajar-matematika.com - 2 = (1 – 1) = 0 3. Luas daerah di bawah y = -x2 +8x dan di atas y = 6x - 24 dan terletak di kuadran I adalah.... a. ∫ (− b. ∫ (− c. ∫ (− +8 ) +8 ) +8 ) d. ∫ (6 − 24) e. ∫ (6 − 24) Jawab: Integral: +∫ ( + ∫ (− + ∫ (− + ∫ (− + ∫ (− − 2 − 24) + 2 + 24) + 2 + 24) +8 ) +8 ) kuadran I titik potong kedua persamaan : y1 = y2 -x2 +8x = 6x-24 -x2 +8x - 6x+24 = 0 -x2 +2x + 24 = 0 x2 -2x - 24 = 0 (x - 6) (x+4)0 x = 6 atau x = -4 karena di kuadran I maka yang berlaku adalah x = 6 y = 6.6 – 24= 12 berada di titik (6,12) www.belajar-matematika.com - 3 L = ∫ (− = ∫ (− +8 ) +8 ) + ∫ ((− + ∫ (− Jawabannya adalah B + 8 ) − (6 − 24)) + 2 + 24) 4. sin 350 cos 400 - cos 35 sin 400 = A. cos 50 B. sin 50 C. cos 950 D. cos 750 E. sin 750 Jawab: Trigonometri: Pakai rumus: sin (A - B) = sin A cos B - cos A Sin B A= 350 ; B = 400 = sin (350 - 400) = sin -50 Cos (90 0 - ) = sin rumus Cos (90 0 - (-50) ) = sin -50 = -50 Cos 950 = sin -50 Jawabannya adalah C 5. Diketahui g(x) = ax2 – bx + a – b habis dibagi x – 1. Jika f(x) adalah suku banyak yang bersisa a ketika dibagi x – 1 dan bersisa 3ax + b2 + 1 ketika dibagi g(x), maka nilai a adalah...... A. -1 B. -2 C. 1 D. 2 Jawab: Suku Banyak: g(x) = ax2 – bx + a – b habis dibagi x – 1 g(1) = 0 g(1) = a . 1 – b .1 + a – b = 0 =a–b+a–b=0 2a – 2b = 0 2a = 2b a = b karena a = b maka: g(x) = ax2 – ax + a – a = ax2 – ax www.belajar-matematika.com - 4 E. 3 f(x) dibagi dengan f(x-1) sisa a f(1) = a f(x) dibagi dengan g(x) sisa 3ax + b2 + 1 f(x) dibagi dengan ax2 – ax sisa 3ax + b2 + 1 f(x) dibagi dengan ax(x – 1) sisa 3ax + b2 + 1 teorema suku banyak: Jika suatu banyak f(x) dibagi oleh (x- k) akan diperoleh hasil bagi H(x) dan sisa pembagian S f(x) = (x- k) H(x) + S f(x) dibagi dengan ax(x – 1) sisa 3ax + b2 + 1 f(x) = ax (x - 1) H(x) + (3ax + b2 + 1) substitusikan nilai nol dari pembagi yaitu x = 0 dan x = 1 dari ax (x - 1) ambil x = 1 untuk x = 1 f(1) = a . 1 (1 – 1) H(0) + 3a.1 + b2 + 1 a = 0 + 3a + b2 + 1 diketahu a = b, masukkan nilai a = b a = 3a + a2 + 1 a2 + 2a + 1 = 0 (a+1)(a+1) = (a+1)2 = 0 a = -1 Jawabannya adalah A 6. Rotasi sebesar 450 terhadap titik asal diikuti dengan pencerminan terhadap y = -x memetakan titik (3,4) ke .... A. √ B. − Jawab: ,√ √ ,√ C. D. √ √ ,−√ ,−√ E. − Transformasi Geometri: cos Rotasi sebesar 450 terhadap titik asal = sin sin cos 0 1 pencerminan terhadap y = -x 1 0 www.belajar-matematika.com - 5 √ ,√
Rockwell International School Mission is to develop a Curriculum which focuses on Self-Learning and Practical Approach to learning Concepts. For more information visit http://rockwellinternationalschool.tumblr.com/post/70384696978/why-should-one-opt-for-international-baccalaureate
NYS Mathematics Glossary* – Algebra 2/Trig *This glossary has been amended from the full SED Commencement Level Glossary of Mathematical Terms (available at http://www.emsc.nysed.gov/ciai/mst/math/glossary/home.html) to list only terms indicated to be at the Algebra 2/Trig level.) This Glossary, intended for teacher use only, provides an understanding of the mathematical terms used in the Regents-approved course entitled Algebra 2/Trig (as reflected in the NYS Mathematics Core Curriculum). A a + bi form The form of a complex number where a and b are real numbers, and i = −1 . abscissa The horizontal or x-coordinate of a two-dimensional coordinate system. absolute value The distance from 0 to a number n on a number line. The absolute value of a number n is indicated by n . Example: −3 = 3 , +3 = 3 , and 0 = 0 . absolute value equation An equation containing the absolute value of a variable. Example: x+3 = 9 absolute value function A function containing the absolute function of a variable. ⎧ x, x ≥ 0 ⎫ Example: f ( x) = x = ⎨ ⎬ ⎩ − x, x < 0 ⎭ absolute value inequality An inequality containing the absolute value of a variable. Example: x + 3 < 9 adjacent angles Two coplanar angles that share a common vertex and a common side but have no common interior points. Example: In the figure, ∠AOB and ∠BOC are a pair of adjacent angles, but ∠AOC and ∠BOD are not adjacent. A B C O D 2 adjacent sides Two sides of any polygon that share a common vertex. algebraic equation A mathematical statement that is written using one or more variables and constants which contains an equal sign. Examples: 3y + 5 = 1 2 x − 5 = 11 log 5 ( x − 3) = 2 2x = 1 8 algebraic expression A mathematical phrase that is written using one or more variables and constants, but which does not contain a relation symbol ( <, >, ≤, ≥, =, ≠ )...
Dedication To Jessica Alexander and Uriel Avalos in gratitude for their invaluable work in preparing this text for publication. Ann Xavier Gantert The author has been associated with mathematics education in New York State as a teacher and an author throughout the many changes of the past fifty years. She has worked as a consultant to the Mathematics Bureau of the Department of Education in the development and writing of Sequential Mathematics and has been a coauthor of Amsco’s Integrated Mathematics series, which accompanied that course of study. Reviewers: Richard Auclair Mathematics Teacher La Salle School Albany, NY Domenic D’Orazio Mathematics Teacher Midwood High School Brooklyn, NY Steven J. Balasiano Assistant Principal, Supervision Mathematics Canarsie High School Brooklyn, NY Debbie Calvino Mathematics Supervisor, Grades 7–12 Valley Central High School Montgomery, NY George Drakatos Mathematics Teacher Baldwin Senior High School Baldwin, NY Ronald Hattar Mathematics Chairperson Eastchester High School Eastchester, NY Raymond Scacalossi Jr. Mathematics Coordinator Manhasset High School Manhasset, NY Text Designer: Nesbitt Graphics, Inc. Compositor: ICC Macmillan Cover Design by Meghan J. Shupe Cover Art by Radius Images (RM) Please visit our Web site at: www.amscopub.com When ordering this book, please specify:... PREFACE Algebra 2 and Trigonometry is a new text for a course in intermediate algebra and trigonometry that continues the approach that has made Amsco a leader in presenting mathematics in a modern, integrated manner. Over the last decade, this approach has undergone numerous changes and refinements to keep pace with ever-changing technology. This textbook is the final book in the three-part series in which Amsco parallels the integrated approach to the teaching of high school mathematics promoted by the National Council of Teachers of Mathematics in its Principles and Standards for School Mathematics and mandated by the New York State Board of Regents in the Mathematics Core Curriculum. The text presents a range of materials and explanations that are guidelines for achieving a high level of excellence in their understanding of mathematics. In this book: ✔ The real numbers are reviewed and the understanding of operations with irrational numbers, particularly radicals, is expanded. ✔ The graphing calculator continues to be used as a routine tool in the study of mathematics. Its use enables the student to solve problems that require computation that more realistically reflects the real world. The use of the calculator replaces the need for tables in the study of trigonometry and logarithms. ✔ Coordinate geometry continues to be an integral part of the visualization of algebraic and trigonometric relationships. ✔ Functions represent a unifying concept throughout. The algebraic functions introduced in Integrated Algebra 1 are reviewed, and exponential, logarithmic, and trigonometric functions are presented. ✔ Algebraic skills from Integrated Algebra 1 are maintained, strengthened, and expanded as both a holistic approach to mathematics and as a bridge to advanced studies. ✔ Statistics includes the use of the graphing calculator to reexamine range, quartiles, and interquartile range, to introduce measures of dispersion such as variance and standard deviation, and to determine the curve that best represents a set of bivariate data.
Contents Unit 1 Reasoning and Proof Unit 2 nequalities and Linear I Programming Unit 3 Similarity and Congruence Unit 4 Samples and Variation Unit 5 olynomial and Rational P Functions Unit 6 ircles and Circular C Functions Unit 7 Recursion and Iteration Unit 8 nverse Functions I Visit us at www.glencoe.com ISBN: 978-0-07-877261-0 MHID: 0-07-877261-3 www.glencoe.com Algebra and Functions Geometry and Trigonometry Statistics and Probability Discrete Mathematics 2nd Edition James T. Fey • Christian R. Hirsch • Eric W. Hart Harold L. Schoen • Ann E. Watkins with Beth E. Ritsema • Rebecca K. Walker • Sabrina Keller Robin Marcus • Arthur F. Coxford • Gail Burrill i_TP_FM_877261.indd This material is based upon work supported, in part, by the National Science Foundation under grant no. ESI 0137718. Opinions expressed are those of the authors and not necessarily those of the Foundation. Copyright © 2009 by the McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, 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 prior permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-07-877261-0 (Student Edition) MHID: 0-07-877261-3 (Student Edition) Core-Plus Mathematics Contemporary Mathematics in Context Course 3 Student Edition Printed in the United States of America. 5 6 7 8 9 10 WDQ 17 16 15 14 13 12 11 Core-Plus Mathematics 2 Development Team Senior Curriculum Developers James T. Fey Advisory Board Diane Briars Collaborating Teachers Mary Jo Messenger University of Maryland Pittsburgh Public Schools Christian R. Hirsch (Director) Jeremy Kilpatrick Howard County Public Schools, Maryland Western Michigan University University of Georgia Eric W. Hart Robert E. Megginson Maharishi University of Management University of Michigan Harold L. Schoen University of Cambridge Jacqueline Stewart Okemos, Michigan Graduate Assistants Allison BrckaLorenz Christopher Hlas Kenneth Ruthven University of Iowa David A. Smith Ann E. Watkins University of Iowa Duke University California State University, Northridge Contributing Curriculum Developers Beth E. Ritsema Western Michigan University Mathematical Consultants Deborah Hughes-Hallett University of Arizona / Harvard University Stephen B. Maurer University of Maryland Swarthmore College Rebecca K. Walker William McCallum Grand Valley State University University of Arizona Sabrina Keller Doris Schattschneider Michigan State University Moravian College Robin Marcus Richard Scheaffer University of Maryland Gail Burrill Michigan State University (First edition only) Principal Evaluator Steven W. Ziebarth Dana Cox Dana Grosser Anna Kruizenga Nicole Lanie Diane Moore Western Michigan University University of Florida Arthur F. Coxford (deceased) University of Michigan Madeline Ahearn Geoffrey Birky Kyle Cochran Michael Conklin Brandon Cunningham Tim Fukawa-Connelly Evaluation Consultant Norman L. Webb University of Wisconsin-Madison Technical Coordinator James Laser Undergraduate Assistants Cassie Durgin University of Maryland Rachael Kaluzny Jessica Tucker Western Michigan University Western Michigan University Western Michigan University
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