The Gradient Function
Introduction
The gradient of any line is the steepness at which it slopes; on
straight lines it can be worked out by drawing a right angled triangle
using the line itself as the hypotenuse to find out the ∆y, and ∆x.
The gradient of a line can then be worked out by dividing ∆y by ∆x.
The following graphic shows an example:
[IMAGE]
However, with a curved graph, the gradient is different at different
points. To work out the gradient at a point of a curved graph, a
tangent would have to be drawn, and the gradient of it measured. The
longer the tangent is, the more accurate the result if done by eye.
The following graphic is an example:
[IMAGE]
Because this method is inherently inaccurate, to improve the accuracy
we could either use a computer program to draw an accurate tangent, or
use the small increment method. The small increment method is where
the gradient of a chord, from the point, to another point of the line
a short distance away, is worked out to find the gradient between the
two points. So, for example, if it was a curve of y=x2, the gradient
at x=3 would be measured using a chord from [3, 9] to [3.0001,
9.00060001] and so the gradient would be 0.00060001 divided by 0.0001
which is 6.0001 or 6 as an integer.
The Small Increment Method
I given a curve, y=x2, and a point, x=2, I can calculate an
approximate gradient by using a chord with a second point a small
distance away from x=2.
[IMAGE]
Using this method, when adding on 0.1, the gradient would be like
this:
G = 4.41 - 4
2.1 - 2
G = 0.41
0.1
G = 4.1
I am expecting for the gradient given to become more like the gradient
of its tangent if I decrease the amount added onto x for the second
point.
The most accurate value would be zero as at that point it would be a
values by using buffers set at PH 1, 3, 5, 7, 9. I predict that there
Then we used the calculated slope and the accepted value of 980 cm/s2 to calculate the experimental error:
had an absolute error in the slope of only 0.0007 s/°C and the absolute error in the intercept of
readings at 20, 30, 40, 50 and 60°C from which a trend should show. I
a. In this lab the main objective was finding the percentage of water in different type of
After months of research and preparation, the moment I have anticipated for so long is finally here: the Georgia FBLA State Leadership Conference. Upon arriving at the conference, I head straight to room 211, rehearsing my presentation to the beat of my heels clicking against the tile floor. I am at the conference for one reason and one reason only: to become a state champion. Competing in the category titled Public Service Announcement, I have slaved over the production of a thirty second video for the past three months, perfecting every millisecond of it. With months of handwork and sleepless nights at stake, I refuse to go home without a first place win. If you’re not first you’re last.
Upon completion of this task, the students will have photographs of different types of lines, the same lines reproduced on graph paper, the slope of the line, and the equation of the line. They will have at least one page of graphing paper for each line so they can make copies for their entire group and bind them together to use as a resource later in the unit.
Our FBLA assignment was Community Service. As our community service, we cleaned up our local park. Many tasks needed to be done, and many students came together to complete them. Our goal was to make our park a better place for everyone in our community. We planned to accomplish everything we could. Our purpose in cleaning our park was to encourage people in our community to visit the park more often, enjoy it, and make it a better place for everyone to come and enjoy. Some of the things we accomplished were:
Taking this away from the total amount of acid = 1.55 x 10-3 - 0.1 x
less than zero. Those type of numbers are what we refer to today as negative numbers.
The slope of the line on a velocity versus time graph is equal to the acceleration of the object. If the object is moving with a velocity of +4 m/s or changing its velocity by 4 m/s, then the slope of the line will be +4 m/s which is the acceleration of the object. In this case the acceleration would be 100.9 cm/s when going in the positive direction and -101.86 cm/s when going in the negative direction or to the left of the
From looking at the results I can conclude that when the pH was 3 and
This graph shows the result that I expect to get, I expect to see a
value of 1, while, peanut butter has a value of only 2/3. These values can be thought of as