Remove the 2nd and the 3rd paragraphs. Check out the information at these sites.

(1) http://www.cdc.gov/malaria/

(2) http://www.who.int/topics/malaria/en/

(3) http://www.malarianomore.org/pages/what-is-malaria

(4) http://www.malaria.org/

What did your teacher tell you to do about Methodology? I know this answering this isn't helping at the last minute. Perhaps you will find something useful on pp. 6-8 in this thread.

I'm sorry to hear that. It's rather surprising that a qualified Math teacher doesn't understand the exponential functions in modeling. If I were the Ministry of Education, she'll be fired.

Well, you should make a pitch before allowing her to reject. The exponential concept is very simple. Does your teacher take her meals in a day regularly? Why does she do that? Because she gets hungry? Ask her, how many hours after taking a meal does she start to feel hungry? In fact, our blood sugar level can affect how hungry and how energetic we feel. We feel hungry because our blood sugar level is dropping below a certain “hungry” level. Taking foods with carbohydrates will raise our blood sugar level above the “hungry” level.

If you ask her to plot the blood sugar level, what will it look like?

Does the blood sugar stay consistent at a certain level?

The plot should look like a capacitor charging and discharging.

Then tell me what he briefed you about methodology. Maybe I'll understand.

My title is Prescribing Quinine Dosage for Effective Malaria Treatment.

The methodology begins with...

The problem of how much of the Quinine dosage to prescribe to a Malaria patient and how often the dosage should be administered is an important issue in pharmacology. The first wife of Tunku Abdul Rahman, Lady Chong Ah Mei contracted malaria after she gave birth to her second child and died from a medical blunder, an injection of undiluted quinine. For most drugs, there is a concentration below which the drug is ineffective and a concentration above which the drug is dangerous.

then continue with the following

- Problem Identification

- Assumptions

- Model for the elimination of the Quinine from the bloodstream

- Model for how it increases again when the Quinine is administered

- Model for Quinine accumulation with repeated doses

- Determining the Dose Schedule

- Verifying the Model using patients with different weights

Show the Methodology structure to your Math teacher and ask if he accepts it or not.

Rather than saying they are irrelevant, I'm afraid to say that all your 5 points are insignificant. Your points are probably relevant to the problems, but they are least relevant to the solutions required. Let's localize the issue and table it as an agenda in the Parliament for discussion.

Mengikut Laporan Jabatan Bekalan Air, sejak tahun 2000-an, bekalan air bersih di Selangor didapati semakin berkurangan. Keadaan ini boleh menimbulkan beberapa masalah kepada manusia dan alam sekitar. Bincangkan.

The main problem is clearly about the Clean Water Crisis. The purpose of the discussion is obviously to find viable solutions to the Clean Water Crisis. Mitigating your 5 sub-problems, however, does not solve the Clean Water Crisis.

1. improve healthcare quality
2. increase agricultural productivity
3. increase safety measures
4. rebalance the ecosystem
5. protect marine life

The more relevant approach is to bring up some issues that contribute to the Clean Water Crisis. So, first things first, you need to understand, What does Clean Water Crisis really mean?

Walaupun jumlah air tawar di Bumi tidak mempunyai perubahan dari masa ke masa dan ia terus dikitar semula melalui atmosfera, populasi penduduk dunia telah meletup. Ini bermakna setiap tahun, persaingan untuk mendapatkan bekalan air yang bersih and cukup untuk minum, memasak, mandi, dan kehidupan harian semakin bertambah.

Air tawar merupakan sebahagian kecil daripada semua air di Bumi. Walaupun hampir 70 peratus daripada dunia diliputi oleh air, hanya 2.5 peratus daripada jumlah itu adalah tawar. Selebihnya adalah masin dan berasaskan laut. Namun begitu, hanya 1 peratus sahaja daripada air tawar itu mudah didapati, dengan kebanyakannya terperangkap dalam glasier dan salji. Hakikatnya, hanya terdapat 0.007 peratus air di Bumi boleh diguna untuk menampung kehidupan 6.8 bilion penduduknya.

Could you explain 5+0, 3+2,... ?

Does the Student have to complete both topics?

After getting the explanations from Just Visiting By, I've modeled this linguistic technique as a general approach to test the water.

Do you feel troubled as if you are emotionally affected by the first sentence of the statement?

If you do, then it is either 2+3 or 3+2.

If you don't, then it is plausibly 5+0.

Try this!

(1) Perdagangan secara talian kini merupakan satu mekanisme baharu dalam urus niaga tanpa sempadan.

Does online trading “hurt” you?

(2) Mengikut Laporan UNESCO, sejak tahun 1970-an, bekalan air bersih dunia didapati semakin berkurangan.

Does clean water crisis “hurt” you?

“Kehendak” = Needs?

Can I have a look on the paper?

Alright! The papers cannot be removed from the exam hall?

Let's kick-start the solutions fiesta!



Q1(a)

Let

f(x) = x⁴ − 8x² − 8x + k

g(x) = x² + 4x + 5

Perform the Polynomial Long Division



From the factor theorem, if the polynomial f(x) has a factor g(x), then the remainder is zero.

k − 15 = 0 → k = 15

Q1(b)

We know that f(x) = x⁴ − 8x² − 8x + 15 has two quadratic factors:

g(x) = x² + 4x + 5

h(x) = x² − 4x + 3

Perform the Quadratic Discriminant Analysis

for g(x): b² – 4ac = 4² – 4(5) = –4

g(x) has no real roots and its graph lies strictly above the x-axis.

for h(x): b² – 4ac = (–4)² – 4(3) = 4

h(x) has two distinct real roots and its graph is the parabola opens upward (because a > 0).

Find the roots of h(x)

x = –(–4)/2 ± √4 → x₁ = 1 and x₂ = 3

Because the parabola h(x) opens upward, the range of values of x for which f(x) > 0 is

x < 1 and x > 3

Let the polynomial f(z) = z³ + mz² + nz + 10.

Say f(z) has a complex root, z₁ = 2 + i.

Because complex conjugates exist in a pair, the other complex root must be z₂ = 2 − i.

From the complex conjugates, we know f(z) has a quadratic factor:

(z − 2 − i)(z − 2 + i) = z² − 4z + 5

Perform the Polynomial Long Division



Since z² − 4z + 5 is a factor for f(z), by the factor theorem, the remainder must be zero.

m + 2 = 0 → m = −2

n + 3 = 0 → n = −3

From the long division, the quotient (z + 2) is a linear factor of f(z).

Thus, the third root of f(z) is z₃ = −2.

Interval of Convergence



Because



Therefore, the sum to infinity is

Which question do you have trouble with? Did you pick this question?



Q7(a)





Modulus, r = 0.5 and Principal argument, θ = 5π/6 rad = 150°

Q7(b)

Let z² = x. Thus,



The first two roots



The other four roots

For , the function can be rewritten as



The function f(x) is essentially a straight line except that there is a discontinuity at x = 3. The graph looks like this:



In simple words, the function f(x) breaks down at x = 3 due to Division by ZERO.

This post has been edited by Critical_Fallacy: Oct 10 2014, 11:57 PM

This is where you are confused.

What theorem permits you to algebraically simplify an expression by division?

Please refer to your math textbooks (UPSR, PMR, SPM, STPM, A-level).