• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

linear correlation

Extracts from this document...

Introduction

- Introduction -

In this I will have to investigate graphs of function and how their shape and position change the coefficient of the functions. I will have to describe what is going on in the table of graphs and I will write a conclusion that is reasonable.

The software I could use is MathCad or Microsoft Excel; I have decided to use Microsoft Excel because I don’t have MathCad software.

The investigation would be divided into four parts as I am going to show you:

Linear Graph- the equation I will use is f(x)=mx+c

For this I will have to select my own values for m and c and I will have to discuss the out come of my answer and I will have to describe what I can see.

Quadratic equation the equations would be f(x)= ax2+bx+c

This is roughly the same as the first part but I will have to change one value in this one and then I will have to describe what I could see.

Cubic equation= equation would be f(x)= ax3+bx2+cx+d

I will be able to change A and d if I want I wouldn’t be able to change b and c because that has to kept the same.

Reciprocal graphs equation would be f(x)  a/x

...read more.

Middle

- Cubic equation- -

I have notice that f1 and f2 are the same I mean they both start with a negative number and they finish with a positive number, also f1 is increasing rapidly and for f3 going the opposite to the direction of f1 and f2 this is because I changed f3 to a minus x cube so this will cause it go to a different direction. This could be because I changed A number to a smaller number to see what effect it makes to f3 by doing this I also changed B, C, D because I wanted to see if I can get to curves in the graph but as you can see it created a two small curve and as to f1 and f2 it has one this is because for f2 I changed all the signs and all the numbers in it. I have notice that when I change my choices I can see a big effect because for f23 I have changed to a number to higher number then f1 and f2. this is because I wanted to see if I could get two curve lines in the graph.

image01.png

Quadratic equations f (x)=Ax^2+Bx+C

I notice

...read more.

Conclusion

Quadratic Graph- I have notice that f1 and f2 are the same I mean they both start with a negative number and they finish with a positive number, also f1 is increasing rapidly and for f3 going the opposite to the direction of f1 and f2 this is because I changed f3 to a minus x cube so this will cause it go to a different direction.

Cubic Equation- I notice that when I changed the signs of A from plus to a minus the line just turns up side down because of the change in the plus and the minus. With f2 I tried a different approach because I wanted a different answer to my graph but it also gave me a slope but this slope goes through the negative numbers only.  For f3 it is a steeper slope because it’s a higher negative number.

Reciprocal graphs – for this I had done to graphs because I thought I can get different data, but as you can see the graph roughly the same but in the second graph you can see that f1 increases rapidly this is because the number is high negative number.

...read more.

This student written piece of work is one of many that can be found in our AS and A Level Core & Pure Mathematics section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Core & Pure Mathematics essays

  1. Marked by a teacher

    The Gradient Function

    5 star(s)

    hx(x+h) hx(x+h) x(x+0)* x2 *h tends to 0. Voila, this gradient function is in accordance with nx n-1. By getting this far, I have nearly convinced myself that all values work, whether they are integers or not, or positive or not.

  2. Investigating the Quadratic Function

    25 has to be subtracted as well so now the equation will look like this: y = (x - 5)� +25 - 25 y = (x - 5)� The value that was being added to x� as a whole was eliminated so this answer is now in a perfect square

  1. Maths - Investigate how many people can be carried in each type of vessel.

    + z (CH-IB) (v) Eliminating Z: Multiply (iv) by (CH-IB)=> x (DB-AE)(CH-IB) + z (FB-CE)(LH-IB) = (KB-JE)(CH-IB) Multiply (v) by (FB-CE)=> x (GB-AH)(FB-CE) + z (CH-IB)(FB-CE) = (LB-JH)(FB-CE) (v) - (iv) => x(GH-AH)(FB-CE) - x(DB-AE)(CH-IB) = (LB-JH)(FB-CE) - (KB-JE)(IB-CH) x = [(LB-JH)(FB-CE) - (KB-JE)(IB-CH)] / [(GB-AH)(FB-CE) - (DB-AE)(IB-CH)

  2. Math Portfolio Type II - Applications of Sinusoidal Functions

    Use a sinusoidal regression to find the equation for the number of hours of daylight as a function of the day number, n, for Toronto. Write your equation in the form T(n) = a sin[b(n - c)] + d, with a, b, c, and d rounded to the nearest thousandth.

  1. Triminoes Investigation

    18a + 2b = 5 12a + 2b = 4 6a = 1 a = 1/6 I am going to Substitute a = 1/6 into equation . I'm doing this because to find what "b" is worth when substituting a = 1/6 into equation 9.

  2. Describe two applications of linear programming to management problems. What are the main disadvantages ...

    The application of linear programming for production scheduling problems is beneficial because those problems reappear during a production year. Therefore managers have to resolve the problem knowing the limitations of the company and applying in the new linear programming demand capabilities.

  1. Numerical Method (Maths Investigation)

    The gradient of the tangent at (x1,f(x1)) is . Since the equation of a straight line can be written as The equation of the tangent to the curve at (x1,y1) is Since the tangent cuts the x-axis at x = x2, By substituting X1 with Xn and X2 with Xn+1,

  2. Fractals. In order to create a fractal, you will need to be acquainted ...

    outputs : B ? A ? B + A + B + A + B ? A ? B + A + B + A + B ? A ?B + A + B + A + B ? A ? B + A + B + A + B ? A ? B.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work