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(Original post by Kaviraj404)
P. S. I'm not very comfortable with statistics.
Normally you would just study one degree called maths, then depending on what module choices are available you would choose more pure or applied modules depending on which you prefer.
The choice of modules you make would not make a lot of difference to your employment prospects so you should just go with whichever areas you prefer.
On the other hand, you could go for a maths with... or maths and... degree, so many of your modules would be from a particular named area. Since your degree would have a different title, it would be more obvious to employers about what you've been studying although I wouldn't expect it to make a big difference to your chances.
With regards to statistics, it would depend on the university as to how much you can avoid it. At Warwick where I study, there's one compulsory stats module and the rest are optional.The reputation of the university itself would probably have a big effect, and since I don't know much about universities in Thailand I couldn't really say.
In terms of of the difference between the two, most of the maths you've done at a-level would be classed as applied maths, even the core modules with differentiation and integration. So you'd probably already have an idea of what applied maths is like. Pure maths would cover things like:
If you've done anything about sets, and about the logical reasons why induction and contradiction proofs work
With matrices, it's not always true that AB=BA. If you're adding up hours of the day then depending on if you're using 12 or 24 hour clock it makes sense to say things like 13=1 or 26=2. Pure maths involves looking at what happens when you change the normal rules of arithmetic.
When plotting an inequality in a graph, sometimes you might include the boundary line in the area and other times you don't. When you have an area that doesn't include its boundary line then you have (roughly) what's called an open set. Open sets have many important mathematical properties.
Looking at whether functions converge to a limit or not, and the precise definition of that, and some unusual cases. For example if you were to plot the graph of y=log(log(x)) then it might look like it converges as x gets large but it doesn't. | 677.169 | 1 |
Physics Cheat Sheet DEMO is an interactive physics package that helps students solve and visualize numerous physics equations. By checking their homework problems with Physics Cheat Sheet DEMO. students will better develop the mathematical thinking skills needed to succeed in physics. Physics Cheat Sheet DEMO was designed for use in high school and college physics courses. .
Currently And the vast majority of artificial neural models even fail to simulate both: antagonistic receptive fields and PSTH output signal. Neuron model RF-PSTH is based on physics of real biological neurons. .
The perfect solution for physics students and teachers everywhere. Physics 101 SE is the premier physics calculation tool. allowing you to focus on physics and not mathematical busywork by working with over 150+ equations and other features such as:. .
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It uses physics and known variables of a roulette wheel to predict winning numbers. The concept of using roulette physics is not new and dates back hundreds of years. Physics is widely accepted as the only viable method to predict roulette spins. .
There | 677.169 | 1 |
Mathematical Practices in the Sciences: The Potential of Computers as a Modelling Tool.
Mathematical Practices in the Sciences: The Potential of Computers as a Modelling Tool. - Download this document for free, or read online. Document in PDF available to download.
This paper is concerned with the role of spreadsheets as a tool for the development of mathematical models in science, one aspect of a collaborative project which worked with two groups of pre-university students from Mexico and the United Kingdom. The purpose of the modeling activities designed was to engage students in creating an "artificial world" as a window into a science phenomenon to be explored and studied in detail. The models proposed were a combination of "exploratory" and "expressive" activities. Students constructed spreadsheet models guided by paper-based worksheets. They were asked to construct graphs relating variables of the model and to investigate the effects of varying different parameters, corresponding to different physical situations. It is concluded that the spreadsheet provides the opportunity to connect different mathematical representations and retains aspects of the science problem within the spreadsheet layout, functions, and the representations themselves. (ASK)
* Images in this website could be protected under copyright laws. They are picked automatically from bing. Please use the contact form to claim a copyright infriction and the item will be removed immediatelly. | 677.169 | 1 |
5th Edition of Applied Calculus continues to exhibit the same strengths from earlier editions including a focus on creative conceptual and modeling problems and the "Rule of Four", an emphasis on concepts and modeling, exposition that teaches a flexible approach to technology. This issue provides readers with deeper skills needed to apply calculus on the job and highlights connections with real-world concerns. The problems and exercises are challenging and provoke deeper thinking to help apply math in new ways. The material is presented in a way to help readers decide when to use technology, which empowers them to learn what calculators/computers can and cannot do.
Table of Contents
1. Functions and Change
2. Rate of Change: The Derivative
3. Short-Cuts to Differentiation.
4. Using the Derivative
5. Accumulated Change: The Definite Integral
6. Using the Definite Integral
7. Antiderivatives
8. Probability
9. Functions of Several Variables
10. Mathematical Modeling using Differential Equations
11. Geometric Series
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MATH 141 - Final Exam - December 15, 2011
PUT EACH OF THE 9 NUMBERED PROBLEMS ON A SEPARATE ANSWER SHEET
YOUR NAME & TA'S NAME & PROBLEM NUMBER ON EACH ANSWER SHEET
SHOW YOUR WORK FOR CREDIT 85 NO ELECTRONIC DEVICES
COPY AND SIGN THE HONOR PLEDGE ON PAGE
MATH 141, FALL 2015, FINAL EXAM
Instructions: Answer each of the 12 numbered questions on a separate answer
sheet, labeled with the problem number, with your name, and with your TA's
name. Do not put the answers to two different problems on the same answe
Math 141 Final Exam Fall 2003
Instructions: 1) Number the answer sheets from 1-10 and write your name, TA's name, and
section number on each sheet.
2) Do each problem on the corresponding answer sheet, you may use the back if necessary.
3) All work must b
Math 141 Final Examination Spring, 2003
Instructions: Answer each of the 11 numbered problems on a separate answer sheet.
Each answer sheet must have your name, your TA's name, and the problem number (=page
number). Show all your work for each problem cle
368 6 Applications of the Integral
6.1 VOLUME
The Cross-Sectional \Iethod
1. Using properties that we expect the quantity to have, we will find a
function fcontinuous on an interval [(1, b] with the property that for each
partition P of [(1, b] there are
calc 2 Advice
Showing 1 to 2 of 2
The course has been designed to assist students to understand the material. The student can also personalize the study material to meet all the requirements on time.
Course highlights:
As the course progressed, it became a little challenging, but the material where all built on the last topic. It was easy to refer to the previous material to refresh the material before any progression
Hours per week:
6-8 hours
Advice for students:
Students who need this course should put in the efforts to attain the credits. It is worth the hard work
Course Term:Spring 2017
Professor:THOMAS DAY
Course Tags:Math-heavyCompetitive ClassmatesGreat Discussions
Dec 27, 2016
| No strong feelings either way.
This class was tough.
Course Overview:
The teacher is a bit odd. But he is still pretty cool. He knows the material but goes way too fast sometimes. He is also a bit unorganized.
Course highlights:
It was a really hard class, but the first couple of chapters are easy. The last chapters are really hard and they are weighted heavier.
Hours per week:
9-11 hours
Advice for students:
Do the extra problems and do the web assigns. And definitely do not skip class. | 677.169 | 1 |
NDA Exam 2017 | NDA Syllabus | Exam Pattern
NDA exam is being organised in two stages. The first stage is of written test of Mathematics and General Ability. The second test generally known as Interview round is a test of intelligence and personality test. Here we are giving scheme for written examination. In this article, we are giving detailed NDA syllabus for written Exam.
Use of calculator or Mathematical or logarithmic table is not permitted to answer.
Negative Marking
In the objective type question, four options will be given to each question. Carefully attempt the question as 0.33 marks will be deducted for each wrong answer.
In case a candidate has given more than one answer for any question, that will be treated as the wrong answer.
You can leave questions unattended as there is no negative marking for the same.
NDA Syllabus For Written Exam
PAPER-I (Code No 01)
NDA SYLLABUS OF MATHEMATICS (Max.Marks-300)
ALGEBRA
Set Theory, Set Operations, Introduction to Venn diagrams. Laws of De Morgan and their application, Cartesian product, Relations, Relation with equivalence. Graphical representation of real numbers. Basic properties of Complex Numbers, mod, argument, Unity and its cube root. Binary number system. Conversion number in decimal to binary system and vice-versa conversion.AP, GP and Harmonic Progression. Quadratic equations having real coefficients. Graphical solution of the pair of inequations with the help of graph.Permutation and Combination. Binomial Theorem along with its application. Properties and applications of Logarithm.
MATRICES AND DETERMINANTS :
Matrices and its types, operations related to matrices.The Determinant of matrices, fundamental properties of determinants. Adjoint and inverse of a square matrix, Applying Cramers rule for finding solutions of equations and matrix method.
Cartesian Coordianates. Formula for finding distance. Various kind of equation of line. Angle between any two lines. Distance of a point from a line. Standard and general equation of circle. Standard and parametric form of conic sections. Eccentricity and axis of ellipse, parabola and hyperbola. Point in a three dimensional system, Distance formula in 3-D. Direction Cosines and direction ratios. Equation of two points. various forms of equation of lines and planes. Angle between two lines and between two planes. Equation of sphere.
DIFFERENTIAL CALCULUS :
Functions and their range, domain. Composite functions, one to one functions, onto and inverse functions. Concept of limit, Standard examples of limits. Continuity and differentiability. Derivative of a function along with geometrical and physical interpretation of a derivative and applications of concepts.Sum, quotient and product rule of differentiation, differentiation of a function with respect to another function, differantiation of a composite function. Second order derivatives. Increasing and decreasing functions. Maxima minima and monotonicity.
INTEGRAL CALCULUS AND DIFFERENTIAL EQUATIONS :
Integration as anti-differentiation, integration by substitution and method of by parts, standard form of integrals involving algebraic expressions, trigonometric integrals, exponential and hyperbolic kind of functions . Properties of definite integrals, area under curve and application of definite integrals.
Concept of order and degree of a differential equation, forming a differential equation from examples. General and particular solution of differential equations, method of finding solution of first order and first degree differential equations and their examples. Applying concept in growth and decay problems.
VECTOR ALGEBRA :
Vectors in 2D and 3D space, magnitude and direction of a vectors. Unit and null vectors, operations related to vectors. Vector product or cross product of two vectors. Applications in physics problems and Euclidean geometry.
STATISTICS AND PROBABILITY :
Statistics : Classification of data, Frequency distribution, examples of cumulative frequency ditribution. Different type of graphs and their examples.Measures of Central tendency that are-Mean, median and mode. Variance and standard deviation which includes determination and comparison along with Correlation and regression.
Probability : Random experiment and the outcomes with associated sample space, basics of events, concepts of mutually exclusive and exhaustive events, certain and impossible events. Information about Union and Intersection of events. Complementary, elementary and composite events. Definition of probability which comprises classical and statistical and their examples. Elementary theorems on probability and simple problems based on them. Conditional probability, Bayes' theorem and application in simple problems. Random variable as function on a sample space. Binomial distribution, applications of random experiments giving rise to Binominal distribution.
PAPER-II (Code No. 02)
NDA SYLLABUS OF GENERAL ABILITY TEST Max. Marks—600
Part 'A'—ENGLISH Max.Marks—200
This paper in English will be designed to test the candidate's understanding of English and working knowledge like use of words.
The syllabus covers
Comprehension
Vocabulary
Grammar and usage
Part 'B'—G. K. Max.Marks—400
The question paper on General Knowledge will be in six parts.
Sections
Subjects
Approx. Weightages
A
Physics
25 %
B
Chemistry
15%
C
General Science
10%
D
Social Studies
20%
E
Geography
20%
F
Current Events
10%
Below is the subject wise syllabus but this is not exhaustive list. Questions on topics of similar nature may also be asked. This is just to give a guideline for the preparation.
Section 'A' (NDA Syllabus of Physics)
Properties of matter. Concepts of density an volume. Archimedes Principle and its appliactions. Buoyancy.
Kinematics in 2 dimensions. Newton's Laws of Motion, Force and concept of Momentum, Vectorial representation of forces as parallelogram, Static and dynamic equilibrium , Gravitation, Work and work-energy theorem. Conservative field and energy relations.
Thermal properties of matter and thermodynamics.
Sound Waves and their propagation. Application in musical instruments.
Optics-refraction and reflection, thin lenses and application in human eye.
Magnetism and properties of magnetism.
Electrostatics, current electricity, power of electric current. Magnetic effect of current. | 677.169 | 1 |
Customer Review
The book's preamble suggests that the text is a basic introduction to algebra and geometry. On a pre-calculus level I would not totally agree with this, since the text shows the links between the two topics in terms of group theory. This would seem to be a vital link, but does raise the level of the text away from what I would term a 'basic introduction'. However, that said, it appears to deal with the topics (and the links between them) in a comprehensive fashion. | 677.169 | 1 |
Arithmetic
Arithmetic is defined as the branch of mathematics that involves calculations and mathematical problems. But, when it comes to the syllabus pertaining to CAT or other MBA entrance exams, we deal with word problems that require various mathematical tools like percentages, ratios, averages etc along with an understanding of the different topics in the questions. So, this section can be broken down into the following sub topics:
Percentages
Profit and Loss
Averages
Mixtures and Alligations
Time, Speed and Distance
Time and Work
Pipes and Cisterns
Simple Interest
Compound Interest
This is the easiest section when it comes to problem solving in quant. But understanding each lesson is important to be able to solve problems quickly and accurately. Each lesson clearly explains all the concepts and cases involved along the solved examples that will help the students to grasp the fundamentals and to apply them in solving problems using mathematical tools like percentages and ratios thereby enabling the students to score high in quantitative aptitude. | 677.169 | 1 |
Nelson Principles Of Mathematics 9: Student Success Workbook
Paperback | September 2, 2008
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Nelson Principles of Mathematics 9 Student Success Workbook is specially designed to help struggling students be successful. It provides accessible, on-grade math to support students in the Grade 9 Academic Math course MPM1D (revised 2005).
Features & Benefits:
. All lessons written to meet the same goals as equivalent lessons in each textbook . Clear instructions provided for all lessons with exercises scaffolded in manageable steps . Written at a level appropriate for struggling readers . Predictable layout assists students with weak organizational skills . Provides extra support and differentiated instruction opportunities | 677.169 | 1 |
Instead of using a simple lifetime average, Udemy calculates a course's star rating by considering a number of different factors such as the number of ratings, the age of ratings, and the likelihood of fraudulent ratings.
Time and Work - Basics of SSC CGL
Time and Work - Basics of SSC CGL in Hindi. This course has been designed in such a way that you will be able to solve every quantitative problem asked in the question paper. This course also includes the techniques to solve a question quicker and correctly .This course is for an individual wants to crack SSC CGL entrance exam and set their career in government Job.
The scope of the test will include:
1. Work and Wages
2. Time and Work
3. Mixed Proportions
4. LCM and Fraction etc.
Start learning the tricks to solver a question faster by enrolling yourself in this course to get good scores in quantitative question to get selected in SSC CGL entrance exam.
Mr. Gaurav Nishad has done B.Sc in Mathematics from SGTB Khalsa College, Delhi University and M.Sc from University of Delhi. He has taught many courses on Udemy.His interest lies in Quantitative and Qualitative Mathematics.He has been a visiting faculty in ISI (Indian Statistical Institue) , Kolkata.He also have worked on many statistical Softwares like stata etc.He has worked for a well reputed company before coming into teaching Profession.He has interest in Data Analytics and Data Science.For over 5 years, he has been involved in efforts to make mathematics education at the school and college level more interesting and fulfilling through special topics, projects, and an appreciation of the myriad links of mathematics with other disciplines. This began during his time as a teacher at St. Stephen's College and was his main focus during the years he spent with the Mathematical Sciences Foundation. He has also served several times as resident faculty for the Mathematical Training & Talent Search program sponsored by the National Board for Higher Mathematics. | 677.169 | 1 |
Test your understanding of Working with units with these 10 questions.
About this unit
Modeling is an amazing world, full of challenges. In this topic, we will start to think about some general modeling concerns, before we dive into modeling situations with different kinds of functions and equations throughout the Algebra curriculum. | 677.169 | 1 |
Linear Systems and Optimization | The Fourier Transform and its Applications Instructor: Osgood, Brad G (return to course list) The goals for the course are to gain a facility with using the Fourier transform, both specific techniques and general principles, and learning to recognize when, why, and how it is used. Together with a great variety, the subject also has a great coherence, and the hope is students come to appreciate both.
Topics include: The Fourier transform as a tool for solving physical problems. Fourier series, the Fourier transform of continuous and discrete signals and its properties. The Dirac delta, distributions, and generalized transforms. Convolutions and correlations and applications; probability distributions, sampling theory, filters, and analysis of linear systems. The discrete Fourier transform and the FFT algorithm. Multidimensional Fourier transform and use in imaging. Further applications to optics, crystallography. Emphasis is on relating the theoretical principles to solving practical engineering and science problems. Course Image View Lectures and Materials
Lecturer Image Brad G Osgood Osgood is a mathematician by training and applies techniques from analysis and geometry to various engineering problems. He is interested in problems in imaging, pattern recognition, and signal processing. Complete Course Material Downloads: Course Handouts: The ZIP file below contains all of the course handouts for this course. If you do not need the complete course, individual documents can be downloaded from the course content pages. | 677.169 | 1 |
6th STAAR Equations for Word Problems TEKS 6.5A (New TEKS 6.9A)
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NOTE: These problems now align with Revised TEKS 6.9A. These three worksheets ask students to identify the equations needed to solve word problems based on real-world situations. The problems include multi-step situations and problems with two variables. | 677.169 | 1 |
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This stations activity gives students the opportunity to practice graphing exponential and logarithmic functions, analyze functions to determine various characteristics, and find the inverse of various functions.
Students must understand the relationships between functions and their inverses, the basic structure of exponential & logarithmic functions, and how to sketch the graphs of exponential and logarithmic functions. These functions include common and natural logarithms and exponentials of base e.
The zip file included a pdf of the stations activity and a pdf of the answer key. | 677.169 | 1 |
(Oct 21) The next homework assignment will be handed out next week. Use your time to prepare for the quiz and to
work on your
submission for the investigation project. Some exercises to help you prepare for the quiz are available here.
(Oct 2) The handout for the
third tutorial is available here. Students
registered in Tutorial 2 who are interested in starting work on this
problem should consider attending the tutorial on October 9 (10:30 a.m. in
Ross South 101 A).
(Sep 29) The quiz on Thursday will consist
of one question in three parts. It is designed to see how well you
understand and can apply what you did to complete the first homework
assignment.
(Sep 21) The handout for
the second tutorial is available here. Followup to Tutorial 1 is available here.
(Sep 14) The second homework assignment is available here. It is due on October 1. The explanation as to why
your answers are
correct involves material from sections 2.1 -- 2.4 of
Chartrand, Polimeni, Zhang. Sections 2.1 -- 2.5 will be discussed in
class. Suggested problems to consider are 2.3, 2.5, 2.11, 2.13,
2.17, 2.21.
(Sep 4) The handout for the first tutorial is available here. The first homework assignment is available here.
Supplementary Text: John Mason with Leone Burton and Kaye Stacey,
Thinking Mathematically. This book gives an approach to problem solving and the problem solving experience. It is also a source for rich and varied problems.
Statement of Purpose:
This is a critical skills course. Here are some questions to consider.
Just what are the objects which you consider when you do mathematics?
What is meant by the fraction one half? How does it represent a ratio? How does it represent a quantity? Are these conceptions different? Can you reconcile them?
How would you describe a triangle to someone (for example a blind person) who has never seen one. How would you describe a circle? What conventional conceptions do you have which inform your own thinking about these and other mathematical objects?
What is meant by a proof?
How you convince yourself, and how do you convince others that an answer is correct? What are the conventions for presenting concise mathematical proofs? How well does the presentation reflect the means by which a particular mathematical discovery was made? What does it mean for an ordinary language argument (mathematical or otherwise) to be valid? What is a counterexample? How does one make conjectures and how does one go about trying to assess whether they are correct?
It is pretty easy to convince oneself or others of the correctness of answers which seem intuitively correct. What is much harder is to convince when answers while correct are counterintuitive. An example some of you may have seen is the "Monty Hall Problem".
Can you learn problem solving?
Most of the problems you solved in High School were done mechanically or by mimicking solutions to similar problems in the textbook? What means are available to deal with problems which are genuinely novel?
The text, "Thinking Mathematically" by John Mason has a rich selection of problems for consideration. Most require minimal technical background but almost all require hard thinking. Mason suggests a way of working strongly grounded in self awareness both in terms of what you are doing, and how you feel while doing it.
Are there techniques which extend your problem solving and proving capabilities?
You will learn about combinatorial proofs which are arguments based on the analysis of situations rather the manipulation of formulas.
You will learn about recursive methods and mathematical induction as a tool in calculations and in proofs.
You will learn to use representations from other branches of mathematics (for example, geometric models to solve probability problems) to help obtain answers.
You will learn to present proofs and explanations which are concise and logically correct.
What are expected outcomes of this course?
You will learn to take risks as you engage with learning new mathematics and doing mathematical problem solving.
You will learn to express mathematical ideas with precision and clarity.
You will learn to ask questions whose consideration can lead to deeper understanding.
Evaluation:
Participation
See below
10%
Individual Investigation and Writing Assignments
One assignment to be handed in every other week
25%
Investigation Projects
See below
20%
Quizzes
3 Fall, 3 Winter
15%
Final Examination
Winter examination period
30%
Participation: Participation is how you show your commitment to the course and to the other students taking the course with you. You are expected to share both of your mathematical knowledge and the feelings you have as you engage in doing mathematics.
Attendance at the weekly classes and at the tutorials is obligatory. You will lose 2 points from your course grade for each class or tutorial in excess of two which you miss each term.
The tutorial handout, which includes the problem or problems for consideration, will be posted prior to the tutorial meeting. This is to give you an opportunity to review it and consider (in the case of a problem) what might be involved in its solution. You are expected to actively participate in small group and whole tutorial group discussion.
Individual Investigation and Proof Assignments: Questions for investigation and solution will be assigned biweekly. Solutions are to be handed in. You may be asked to include a journal style discussion of how your solution or solutions were discovered. The following grading rubric will be used.
Homework will be graded from 4 points. Grades will be assigned as follows:
Level 4: (4 points from 4) Deep understanding of the problem.
Complete solution carefully presented. Provides multiple alternative solutions where
possible. Considers variations based on the original question (with or without solutions).
Level 3: (3 points from 4) Good understanding of the problem.
Problem solved or a solution provided which can easily be completed, for example,
one with a minor error which would be simple to correct. No evidence of engagement
beyond finding an answer to the problem as posed.
Level 2: (2 points from 4) Incomplete understanding of the problem.
Limited progress to solution or a solution marred by major errors.
Note that to receive full credit (4 points from 4) you must go beyond simply solving the problem as posed. Learn to think of your solutions as a starting point.
Do your own work. Don't look for a solution on the web or take one from another student's work unless you already have found your own solution and intend to review another to make a comparison. Work that is not original will be graded accordingly. Presenting someone else's work as your own without proper citation is academic dishonesty. You must cite any internet sources which you have consulted. You will be required to take the York University Academic Integrity Tutorial.
The lowest assignment grade each term will be dropped. Some assignments may be designed so that they can be handed in a second time with corrections.
Investigation Projects: After each tutorial, you are expected to continue working on the problems discussed. Each project will consist of the results of deep and sustained investigations of your choice of three (of the six or more) tutorial problems considered each term. As with the homework, you should consider multiple solution methods, extensions of the problems, relationships with other related problems. You should include a report on your experience (how you felt) during the process of investigation. Each term you will be required to hand in early (as an indication of your progress) your report for one (of the three) problems. Due dates for the first problem are Monday, November 2 (Fall) and Monday, February 23 (Winter). Due dates for the full reports are December 8 (Fall) and April 5 (Winter). The grading breakdown is 3 points for the each of the single problem reports and 7 for each of the three problem reports.
These replace the Final Group Investigation Project which was assigned last year. Click here for an example of an A+ project submitted last year.
Quizzes:
There will be 6 in class quizzes, 3 per term.
Here are some sample quiz question types:
Given a problem and a sketch of a solution, formulate a more complete solution and present it with justification.
Given a proof of some result, find any errors and correct them.
Given various conjectures, find counterexamples if false, proofs if true.
The grade will be obtained by taking the average of the best 2 quiz grades from each of the terms. There will be no makeups for missed quizzes.
Final Examination: This will be a conventional timed, closed book exam, scheduled during the University Final Examination period. Question types would be similar to those examples given for the quizzes. Click here to view last year's examination. | 677.169 | 1 |
COURSE INFORMATION
COURSE DESCRIPTION
The course is designed for students needing a review of mathematics for the THEA
test and Math 1314 (college algebar). The course is designed mostly for students
who have not yet had a chance to learn college preparatory mathematics. Topics
include linear equations, inequalities, and functions, rational expressions and
equations, exponents and radicals, quadratic equations and functions, systems
of equations, and application problems. You will not receive college level credit
for this course.
PREREQUISTITES FOR THE COURSE
TEXT AND OTHER SUPPLIES REQUIRED
COURSE OBJECTIVES
By the end of the semester, the student will be able to show mastery for the
following by passing with a 70% correct on skill based tests and final exam.
The student learning outcomes are:
Interpret and simplify integral and rational exponents.
Use the properties of exponents to simplify algebraic expressions.
Use addition, subtraction, multiplication and division with order of operations
to simplify monomials, binomials and polynomials.
Use properties to simplify radicals, including rationalizing the denominator.
Use property of fractions and factoring to simplify rational expressions.
Solve linear equations and inequalities, which include real numbers, parenthesis,
multiple-terms with the variable and have conditional, no solution or infinite
solutions.
Use factoring techniques and the zero principle or the quadratic formula
to solve quadratic equations for real or complex solutions.
Solve inequalities and report answers as graphs, sets, or intervals.
Solve equations that are classified as rational, radical, or absolute value
Find the linear, rational, radical, quadratic equations to model or solve
application problems including age problems, consecutive numbers, area problems,
and motion problems.
Represent graphically the solution(s) of equations and inequalities in
one and two variables.
Solve systems of linear equations in two variables using elimination and
substitution methods.
Write equations in one or two variable to solve or model application problems
including mixture and motion problems.
Understand the relationship between the slopes of two equations and the
intercepts to determine if lines are parallel, perpendicular, and identity
or just intersecting.
Write equations for lines that are parallel or perpendicular to a given
equation and passing through a specific point using point slope formula.
Convert from standard form to slope-intercept form and vice versa.
Write equations for lines in slope-intercept, point-slope and standard form
given a graph, two points or a slope and point.
Given a graph or quadratic equations determine the x- and y-intercepts,
vertex.Attendance: MANDATORY
Tests: 20% each (4 tests)
Final | 677.169 | 1 |
Product details
ISBN-13: 9780769032535
ISBN: 0769032532
Publication Date: 2005
Publisher: Seymour Publications, Dale
AUTHOR
Charles, Randall I., Lester, Frank K., Lambdin, Diana V.
SUMMARY
A revision of a popular series, Problem Solving Experiences: Making Sense of Mathematics is updated to reflect the most current research on learning and addresses the writing requirements of new state standards. It carefully maintains the same consistent, instructional model that has helped so many students become successful problem solvers over the years. Consisting of a consumable Student Book and a comprehensive wraparound annotated Teacher's Edition for each of the six levels, Problem Solving Experiences: Making Sense of Mathematics offers a step-by-step approach to skill-building.Charles, Randall I. is the author of 'Problem Solving Experiences : Making Sense of Mathematics', published 2005 under ISBN 9780769032535 and ISBN 07690325 | 677.169 | 1 |
The aims of this course are to provide introductions to floating-point arithmetic and numerical techniques. The principles of good numerical methods will be illustrated by examples, but it will be shown that the design of a numerical algorithm is not necessarily straightforward, even for simple problems - that the solution has to fit the problem. At the end of the course students should be able to apply numerical techniques with an understanding of their underlying principles | 677.169 | 1 |
A Level Mathematics
KS5
Mathematics continues to be a popular choice at A level where we follow the Edexcel specification for Mathematics and Further Mathematics. In Year 12, learners study C1, C2 and S1 modules as part of AS mathematics. In Year 13, learners study C3, C4 and M1 to complete the A level course.
A level learners are expected to complete 5 hours of private study per week mymathsIn KS5, homework tasks will usually be linked to the course book or to exam practice.
Revision, Intervention and Enrichment
There is a weekly homework help club every Wednesday in M10. This provides access to both computers and the help of mathematics teachers to support homework.
There are GCSE revision classes for higher and foundation on a WednesdayAS and A2 revision classes run after school on Fridays in the General Teaching Room (GTR) in the Sixth Form block. | 677.169 | 1 |
Class – IX Maths (CBSE) Video Series
More then 27 Hours of recording. This video series (in Hindi) consists of 410 Questions explaining problems on all the chapters of class IX textbook and building strong foundation for any competitive exam. We add new videos every week.
About 20% of below videos are free to watch. Watch All Free Videos in this video Series on youtube : HERE | 677.169 | 1 |
Math
Our math department offers Algebra, Geometry, Algebra II/Trigonometry, Digital Electronics, and AP Statistics. For Algebra, Geometry, and Algebra II, we primarily use the Discovering Algebra Curriculum which can be accessed online as well. Students will receive a class pass. The Digital Electronics math elective is part of Project Lead the Way (PLTW). | 677.169 | 1 |
Tag: for students
This course called "Fundamentals of Physics (PHYS 200)" is an introduction to classical mechanics by Ramamurti Shankar. Shankar is John Randolph Huffman Professor of Physics at Yale. He received his B. Tech in electrical engineering from the Indian Institute of Technology in Madras and his Ph.D. in theoretical particle physics from the University of California, Berkeley. This […]
Math Study Skills Workbook by Paul D. Nolting is a great book for those seeking to improve their math grades. It's a relatively short (136 pages) guide on how to improve your study habits, reduce math and test anxiety and much more. And, to be honest, it's one of the best no-nonsense study skill guides I've […]
Internet is not only a great cheating tool, but it can also help students actually learn something. For example, there is a variety of great websites and forums, which offer homework help for both high school and university students. So here's an ongoing list of such websites including short descriptions and links (mostly focusing on […]
So since it's time to update the free eBooks and links section I dug up some great links for physics students. I found 5 great links, which are not books in a classical sense, yet contain highly useful information on basic physics. All of the links are basically collections of lectures notes or online books. […]
Saturday was a sad day in the world of mathematics: the renowned mathematician and a Nobel prize winner John Forbes Nash along with his wife Alicia died in a tragic car crash. To remember this unique personality, here are 10 facts | 677.169 | 1 |
Geometry of Physics An Introduction
ISBN-10: 1107602602
ISBN-13: 9781107602601 intended to provide a working knowledge of those parts of exterior differential forms, differential geometry, algebraic and differential topology, Lie groups, vector bundles and Chern forms essential for an understanding of | 677.169 | 1 |
3 Exam Boards AQA Edexcel OCR WJEC All courses are modular; different schools impose different levels of 'modularisation'Subject Criteria set by QCDA(Core material for A Level Maths only)Regulated by Ofqual
5 Overview of Changes to Maths A Levels The first core for A Level Mathematics was introduced from 1983; it contained only pure mathematics and was intended to form 40% of the syllabus. It led to overly large syllabuses which led to a decline in the numbers of learners taking mathematics; a smaller revised core was introduced in With the introduction of Curriculum 2000 (in which the norm is that in the first year learners take four GCE subjects rather than three), the core was again revised, this proved too demanding and was followed by a reduction of one-fifth in the numbers taking A GCE in Mathematics. In response to this drastic fall, a revised core was introduced in 2004 which spread the existing pure content over four units instead of three and reduced the number of applied units from three to two. Since 2004, there has been a substantial and continuing growth in numbers taking A GCE Mathematics (and proportionately an even greater growth in the numbers taking A GCE Further Mathematics).Taken fromACME Position Statement on Qualifications in Mathematics at Level 3 from 2011 February 2009
6 Introduction of Discrete/Decision Maths ModularisationIntroduction of Discrete/Decision MathsMinor changes to content of modules at various stages
7 Changes to Further Maths Prior to 2004 AS in Further Maths had to include a compulsory unit Pure Maths 4, which required as a pre-requisite A Level Core Maths; AS FM could only begin after A Level Maths had been completed.From 2004, the 'replacement' compulsory FP1 module was designed to be taught alongside the new AS Core Maths content.Broader contentAllowed, individual schools, to teach A Level Maths and Further Maths students together for the A Level Core Maths component.Affected course content of the full A Level in Further Maths.See MSOR Connections Aug 2004, Vol 4 No 3
8 Focus on Increasing Uptake of Further Maths in Schools and Colleges: Further Maths Network Further Maths Networks (DfES funded, with centres managed by MEI)set up in Importantly facilitated teaching of Further Maths byexternal tutors and coordinated teaching of Maths at different schools.The FMSP has three strands:Student Support - helping to provide access to Further Mathematicstuition for all students.Teachers' Professional Development - enabling more teachers toteach Further Mathematics and Level 3 mathematics within diplomas.Communications and Marketing - promoting mathematics and raisingawareness of the benefits of studying mathematics beyond GCSE.
9 Further Maths A LevelStudents may not have choice over which modules to studyStudents may be taught in mixed ability groupsLessons may not be timetabled in normal hours. May have to travel to different centre to 'share teachers'; may have reduced contact hours.
10 A Level GCE Entries Year All Subjects All Maths Subjects % Further Maths19896615918474412.8n/a1994732974649198.91999783692699452004766247585087.657202006805698632527.972702008827737736849091Taken from ACME Position Statement on Qualificationsin Mathematics at Level 3 from 2011 February 2009
11 Have Maths A Levels got Easier? Research evidence/QCDA reviewsMedia opinionTeachers' viewsMy perceptions:Some changes to the course contentStructure of exam papers/mark distributionPredictable questionsMore scaffoldingMore limited algebraic solutions, less requirement to solve problemsOne quarter of the Core Maths material is higher level GCSE materialRetake cultureTeachers better able to 'teach to exams'Context: Encouraging more pupils to take Maths to a higher level, whilst awider range of A Level subjects are now on offer; some of which are not asacademically demanding
16 Difficulties comparing questions Changes to unit structure/contentContext of mark scheme and grade boundaries is missingSame topic but level of difficulty may depend on question positionQuestion may be set to meet a different Assessment Objective
17 Assessment Objectives AO1: Recall, select and use mathematical knowledge, concepts and techniques in a variety of contexts. (30%)AO2: Construct rigorous mathematical arguments and proofs through use of precise statements, logical deduction and inference, including ..extended arguments ..to substantive problems in unstructured form. (30%)AO3: Use of standard mathematical models to represent real world situations.. discuss assumptions and refinements of models. (10%)AO4: Comprehend translations of common realistic contexts into mathematics, use of results and calculations to make predictions. (5%)AO5: Use of contemporary calculator technology and other permitted resources accurately and efficiently. Understand limitations and, give appropriate accuracy. (5%)
18 QCA/Ofqual Reviews 1995-1998: Decline in algebraic manipulation skills Increase in structuring of questionsNo increase in reasoning/problem solving:Greater consistency across awarding bodies, but greater variety of routesQuestions more 'accessible' but greater degree of structuringIncreased exam time led to greater thoroughness, but also greater predictability:Greater consistency across awarding bodies, number of possible routes became more consistentC1 helped address gap between GCSE and A LevelC4 provided more rigorous assessmentStill over structuring of questionsLimited coverage of AO2
20 Broader educational factors which might affect the depth/breadth of Mathematical Studies? Throughout secondary school an increased number of subjects are being covered or are available e.g. ICT, citizenship, RE often compulsoryMore able pupils expected to extend in all areas (G and T agenda); some take GCSEsIn year 12, pupils take 4/5 subjects. Common to take a mix of subjects (e.g. humanities and sciences)Increased focus on e.g. target setting days, enrichment activities, leadership activities
21 Most courses are modular, time out of main teaching, increased Most courses are modular, time out of main teaching, increased focus on exam practice, overall examination times have increasedWide variety of teaching styles across schools, increasing emphasis on team working and use of ICT and other interactive resources/activities; perhaps less independent studyMaths lessons generally more tutorial based than lecture based; difference in year12/13 between Science and Maths in this respectGreater access to:Past exam papersSolutionsMark schemes/exemplar materialsTeachers have little control of availability of these resourcesThroughout secondary schools; strong emphasis on achieving target grades
22 New A* GradeThe A* grade will be awarded to candidates who have achieved:An A grade overall in their A Level, and 90 per cent of the maximum uniform marks (UMS) on the aggregate of their A2 units.It should also be noted that the percentage of A* grades is likely to vary from subject to subject, as does the percentage of A grades awarded each year. The new grade is not being awarded to a set percentage of the total candidates or a set percentage of those who achieve an A grade – it will strictly be awarded according to the rules set out above.
23 Changes in allocation of unit grades to A Level Maths and Further Maths
24 Changes likely from 20122 units at AS Level and 2 units at A2 Level for A Level Maths (no change FM)33-40% Applications (A Level Maths)No decision as yet re content of 'Applications'Fixed content for Further Pure AS and A LevelThe style of some questions, particularly at A2, may be different to the current examinations to incorporate 'stretch and challenge' and the inclusion of 'proof' and unstructured problem-solving questions
25 More details of possible changes QCDA Draft subject criteria for new mathematics A Levels4 Maths A Levels proposed (AQA):A Level MathsA Level Further MathsA Level Use of MathsA Level Use of Statistics
26 Changes to GCSE Maths Why is GCSE Maths changing? In 2004 the Smith Report identified 'a crisis in the teaching and learning of Mathematics in England' and found that the current GCSE Maths curriculum and qualifications framework:fails to meet the mathematical needs of learnersfails to fulfill the expectations of higher education and employersfails to motivate sufficient numbers of young people to continue with Maths study post-16. AQAMain changes:Inclusion of functional elementsMore emphasis on selecting appropriate technique, problemsolving and communicating argumentsLess scaffoldingDouble Maths GCSE: Methods in Mathematics; Applications inMathematics
27 Maths A Levels: A variable and changing foundation for degree studies Diversity in units studied, especially with Further MathsBase line is C1-C4; diagnostic testingDifferent styles of teaching and learning across schoolsIndependent problem solving skills need to be developed (any substantive changes in schools will take many years to reach undergraduate entry)Future changes likely to address, at least in principle, 'problem solving aspect'.In reality unlikely to affect grades, if numbers taking A Level Maths to be maintained, alongside diverse range of alternatives.Has a lack of 'depth' in Mathematics been compensated for by other skills?In the longer term do students who struggle with Maths content early on in the course, perform worse overall, in terms of degree level or subsequent progress.Differences depending on type of school attended. | 677.169 | 1 |
Maths Formula
Description
The Complete Reference of Maths Formulas covering the following topics 1.Algebra 2.Exponents 3.Trigonometry 4.Geometry 5.Number System 6.Progressions 7.Quadratic Equations 8. Squares , cubes and roots and many more with regular updates . This maths formulae collection is useful for MBA exams , competitive and even curriculum exam . It lists out all the important maths formulas/topics in Algebra, Geometry, Trigonometry. Regular review of these formulas/concepts will definitely help improve your grades. Write us at gamesnapps4u@gmail.com for suggestions and feedback for improvements. Follow us on twitter @gamesnapps4u | 677.169 | 1 |
Synopses & Reviews
Publisher Comments
Master linear algebra with Schaumsthe high-performance study guide. It will help you cut study time, hone problem-solving skills, and achieve your personal best on exams and projects!
Students love Schaums Outlines because they produce results. Each year, hundreds of thousands of students improve their test scores and final grades with these indispensable study guides.
Get the edge on your classmates. Use Schaums!
If you don't have a lot of time but want to excel in class, this book helps you:
* Use detailed examples to solve problems* Brush up before tests* Find answers fast * Study quickly and more effectively* Get the big picture without poring over lengthy textbooks
Schaums Outlines give you the information your teachers expect you to know in a handy and succinct formatwithout overwhelming you with unnecessary jargon. You get a complete overview of the subject. Plus, you get plenty of practice exercises to test your skill. Compatible with any classroom text, Schaums let you study at your own pace and remind you of all the important facts you need to rememberfast! And Schaums are so complete, theyre perfect for preparing for graduate or professional exams.
Inside, you will find:* A bridge between computational calculus and formal mathematics* Clear explanations of eigenvalues, eigenvectors, linear transformations, linear equations, vectors, and matrices* Solved problems that relate to the field you are studying* Easy-to-understand information, perfect for pre-test review
If you want top grades and a thorough understanding of linear algebra, this powerful study tool is the best tutor you can have!
Synopsis
Schaum's has Satisfied Students for 50 Years.
Now Schaum's Biggest Sellers are in New Editions!
For
Schaum's Outlines-Problem Solved
More than 500,000 sold!
LinearAbout the Author
Seymour Lipschutz, Ph.D. (Philadelphia, PA), is presently on the Mathematics faculty at Temple University. He has written more than 15 Schaum's Outlines. Marc Lipson, Ph.D. (Philadelphia, PA), is on the mathematical faculty of the University of Georgia. He is co-author of Schaum's Outline of Discrete Mathematics. | 677.169 | 1 |
Description:
About this title:
Synopsis: From the Preface: The development of some of the techniques used in computer graphics relies on a wide range of mathematical methods for curve and surface fitting. Since access to computers requires very little training in mathematics, many of these methods may not be easily understood by the great variety of people who are now able to use powerful computing equipment. The purpose of this book is to reveal to the interested (but perhaps mathematically unsophisticated) user the foundations and major features of several basic methods for curve and surface fitting that are currently in use.
Review:
...This is an excellent publication which successfully presents a clear, uncluttered overview of the mathematical principles which form the basis of curve and surface fitting techniques employed in many disparate disciplines. --PHOTOGRAMMETRIC RECORD
Book Description Academic360610-2-4 450grams, ISBN:0124360610. Bookseller Inventory # 6981720 550grams, ISBN:0124360610. Bookseller Inventory # 6972272 | 677.169 | 1 |
ISBN-13: 9783540779735-accepted introduction to computational geometry is a textbook for high-level undergraduate and low-level graduate courses. The focus is on algorithms and hence the book is well suited for students in computer science and engineering. Motivation is provided from the application areas: all solutions and techniques from computational geometry are related to particular applications in robotics, graphics, CAD/CAM, and geographic information systems. For students this motivation will be especially welcome. Modern insights in computational geometry are used to provide solutions that are both efficient and easy to understand and implement. All the basic techniques and topics from computational geometry, as well as several more advanced topics, are covered. The book is largely self-contained and can be used for self-study by anyone with a basic background in algorithms. In this third edition, besides revisions to the second edition, new sections discussing Voronoi diagrams of line segments, farthest-point Voronoi diagrams, and realistic input models have been added.
Marc van Kreveld is a professor of computer science at Utrecht University in the Netherlands. He is the co-author of Computational Geometry - Algorithms and Applications and the author of Algorithmic Foundations of Geographic Information Systems, Volume 134 | 677.169 | 1 |
Math 100
How can we help you today?
Why isn't there a hardcopy textbook for Math 100?
Modified on: Tue, 9 May, 2017 at 3:41 PM
These students have used traditional textbooks for 12 years and it has not aided in their retaining the information.
Using a textbook forces the student to learn the material linearly, in a prescribed order. Typically the students are required to work through sections that they know very well, but rush through sections with which they are struggling. When students come to Math 100, they each have a unique background and past experience with learning math. Forcing all of these students to simultaneously progress through a regimented textbook is not as helpful.
ALEKS serves as the textbook for Math 100. When students work in ALEKS they are working out the typical textbook problems of a hardcopy textbook, but with the advantage of extra support per problem. If a student needs help with a particular problem, they may click on "Explain" to see the problem fully worked out with a verbal explanation. When they return to the practice problems, they will be given a similar problem, but not identical. | 677.169 | 1 |
What are functions ? From an introduction of the basic concepts of functions to more advanced functions met in economics, engineering and the sciences, these topics provide an excellent foundation for undergraduate study.
Hyperbolic functions
The hyperbolic functions have similar names to the trigonometric functions, but they are defined in terms of the exponential function. This unit defines the three main hyperbolic functions and sketches their graphs. Inverse functions and reciprocal functions are also considered. Video tutorial 29 mins. | 677.169 | 1 |
to Solve Word Problems in Algebra
A Solved Problem Approach
Solving word problems has never been easier than with Schaum's How to Solve Word Problems in Algebra !
This popular study guide shows students easy ways to solve what they struggle with most in algebra: word problems. How to Solve Word Problems in Algebra , Second Edition, is ideal for anyone who wants to master these skills. Completely updated, with contemporary language and examples, features solution methods that are easy to learn and remember, plus a self-test.
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This is a great resource for both beginners in algebra and those who want to review their knowledge in this area of mathematic. There is also a "problem drill" at the end, which is my most favorite part. | 677.169 | 1 |
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The eight activities in this book provide an interactive look at the three functions typically studied in Beginning Algebra: linear, quadratic, and exponential equations. Students first study the functions themselves and the effects of various parameters upon them, and then use the Transformation Graphing App as a modeling tool. The techniques introduced also may be applied to other functions.Explorations In Biology with TI-82/83 | 677.169 | 1 |
PROGRAM GOALS: In a world where numerical proficiency is becoming ever more vital, the Fort Lewis College Mathematics Department sees itself as having a threefold mission with the overarching goal to foster critical thinking and problem solving skills in all courses and for all students.
To provide students in STE departments with the mathematical tools needed for success in their chosen majors, thereby helping to create strong majors in all STE disciplines;
To train future teachers of mathematics, thereby promoting mathematics education at the elementary and secondary school level in the Four Corners region;
To prepare mathematics majors for future graduate study or technical careers, thereby advancing the study and practice of mathematics.
LEARNING OUTCOMES. Our program learning outcomes are as follows:
Students will demonstrate competency in Algebra.
Students will demonstrate competency in Geometry.
Students will demonstrate competency in Calculus.
Students will be able to write a correct mathematical proof using proper terminologyand logical structure.
Students will produce and deliver effective written and oral presentations of mathematical material and ideas.
Students will apply algebraic, geometric, and computational methods in abstract settings.
Students will apply algebraic, geometric, and computational methods in applied settings. | 677.169 | 1 |
PA Department of Education Test Resources
Algebra 1 Textbook by Glencoe
- This is a site provided by the textbook provider which supplies students with videos, sample questions, vocabulary, and quizzes. Algebra 1 classroom teachers demonstrated how to use this site in class.
Khan Academy
- Khan Academy consists of video lessons in the Algebra 1 curriculum. Start my selecting "learn" in the upper left corner and select "math" in the drop down menu followed by "Algebra." You may search by topic.
Shamokin Math
– This site provides standard aligned practice worksheets with answer keys. It also provides links to a Keystone Algebra 1 Review, a Vocabulary Crossword, and PDE's complete guide to the Keystone Exam for Algebra 1.
Slackmath - QR Video Solutions to Math Problems
- Each PDF contains QR codes next to the mathematics problems. After students complete the math problem they scan the QR code to check their answers and find a video explanation of how to solve the problem. | 677.169 | 1 |
Preface: I went on a Desmos kick this afternoon and my brain was flooding with ideas of ways to use it in both little bits (lesson intros, aids, etc) and big bits (whole-class period exploration and inquiry activities). So, even though I don't teach this course anymore, I am going through my Math Analysis (PreCal) concept list and writing down ways Desmos can be used as a tool to help students discover and explore math concepts and/or aid in providing a visual or model for the math concept. There are a lot of concepts below that are introduced or initially taught in Algebra 1, Geometry, or Algebra 2, so this list in not just for Math Analysis / Pre-Cal. At the very end there is an "other" section for topics not related to those in my concept list.
Please check it out and feel free to add your own ideas! This is a work in progress - let's start collaborating!
You can use Ctrl-F (PC) or Command-F (Mac) to search for specific topics or concepts within the document
You will find three types of things below, color coded accordingly:
Ideas for use, but nothing developed (if you have something, let me know!)
Pre-Created Desmos graphs (by myself and others) that help to explore or model the concept. Some of these include basic instructions for use with graph.
Guided Discovery or Inquiry activities that help students explore the concepts. These are ready to use as lessons in class. Most of these do not come with pre-created Desmos graphs as the students type in and manipulate the equations themselves. (However, for scaffolding and differentiation purposes, pre-created graphs could be made)
3.Writing the equations of parallel and perpendicular lines given a line and a point
Plot original line, make table with given point. Make equation y=mx+b, use sliders to find value for 'm' that is visually perpendicular (check algebraically). Then, play with 'b' to find the value that will allow the line to also cross through given point. Check and solve algebraically
4.Identifying functions while looking at ordered pairs or a graph (vertical line test)
Students can plot sets of ordered pairs using a table to visually see if they represent a function
5.Evaluating functions with numbers or variable expressions
6.Writing linear models and evaluating for word problems
Use table feature to create table of data in problem
7.Writing and solving Cost, Profit, and Revenue word problems
8.Evaluating piecewise functions (2,3,4 pieces)
graph all functions, evaluate different pieces so students can see each x-value relates to a specific part of the function
9.Finding the domain and range of a function (rational, even/odd radical, polynomials) in interval notation
look at graph to find visually, relate to algebraic way to find it
10.Evaluating the difference quotient (linear and quadratic)
B Characteristics of Functions 1.3-1.4
1. Finding relative minimum and relative maximum values of a polynomial with a graphing calculator & 2.Identifying intervals of increase and decrease of a polynomial; identifying concavity
Plug the equations into Desmos. Desmos automatically puts dots at all key parts of the graph that you can click on to get the ordered pair. Student still has to identify and analyze, but not spend all the time learning how to push buttons on a calculator. You can much easier see the graph and manipulate the window to be able to do intervals of increase and decrease
Plug in parent function a(x-h)+k for each of the functions and play with the sliders to see what happens. Create a general "exploration" activity for these functions similar to the Absolute Value one above.
We talk about what inverse functions are algebraically, numerically, and graphically. Students can see graphically by inputting both functions and the line y=x and seeing that they do reflect each other. They can create tables of values for both functions and see that the x's and y's are switched.
Once you have verified algebraically, plug both equations in with y=x to verify graphically. Use a table of values (one Desmos-created, the second one self-created by choosing the y-values from previous table) to verify numerically.
7.Restricting the domain of functions to make it one-to-one
Sketch the function to see if it passes the Horizontal Line Test. If not, play with the restrictions to find ways for it to work. Graph both the original and the inverse (non-restricted and restricted) to see it visually.
4.Using the leading coefficient test for polynomials to write end behavior (limit notation)
Exploration activity with different degrees of polynomials for students to discover the patterns with end behavior and ask questions regarding the "middle" behavior (why so many humps? why so few humps? etc)
5.Finding zeroes and multiplicities of polynomials using factoring
Graph equation to verify answer and observe what happens on the graph (part exploration activity trying to find pattern of when the graph goes through, bounces, or curves through?)
6.Writing equations of polynomials given zeroes and multiplicities
Graph original and factored equations, as well as table of values for zeroes, and verify they are equivalent. | 677.169 | 1 |
Key to Success for College Admission – Math (2)
1. Direction of studying Math in North America – Calculus
This column will be exploring the directions and strategies to studying Math, as well as special majors related to Math, for students who are studying in North America.
What is the best way for students to study Math in Canada? This is not that simple to answer. But I strongly recommend that any high school student planning to go to college to study up to Calculus.
2. Is Math mandatory for college admission?
If you are applying to major in the humanities or arts, there is no need to study G12 pre-Calculus or Calculus. However, if the Political Science students wish to minor in, for instance, Economics, they should consider completing basic Calculus courses. It is important to know that in most cases, majors that do not require Calculus are quite impractical, in that there is not much demand for them in the industry.
3. Studying Math in College
Some parents believe that if their children receive an A or High B in Grade 12 Math, they will have no problem studying Engineering, Economics or Management. But most North American universities strongly require students to complete the first year Calculus course to study many second year courses related to any Calculus concept. Moreover, the Calculus courses aren't very easy to pass (to get higher than 'D') for students who aren't strong in Math. (Some Korean colleges let students easily pass Calculus if they understand some basic knowledge of it. Hence, it is in fact more difficult for these students to get a 'D' or 'F' than an 'A'.)
4. Recently new Math majors in college
I've seen many students develop strong interest in Math in high school and decide that they would like to major in Math or in ones strongly combined with Math. Students; however, limit their choices to Math, Statistics, or Physics.
There are various majors strongly combined with Math in college such as Bioinformatics separated from Biology; and Mathematical economics, Quantitative Finance and Financial Engineering separated from Economics and/or Finance. And, there are currently shown in college majors such as Operations Research, Optimization and Actuarial Science that have belonged to Math and/or Statistics majors previously.
5. Advice on talented students in Math
Students who are talented in Mathematics are recommended to challenge themselves in Math competitions that take place in the Victoria region, which they can easily participate in. If their mathematical skills are proven in the preliminary competitions, they will then be invited to participate in more advanced-level math competitions. Math competitions that Victoria students can participate in are CEMC (Center for Education in Mathematics and Computing) conducted by University of Waterloo; AMC (American Math Competition) as one of the representative US Math competitions; and BCSSMC (BC Secondary School Math Contest) for BC students.
In order to practice for these competitions, mathematically talented students are strongly recommended to study challenging math problems. It is also very helpful to pre-study up to second-year college level Math before having entered college, which is possible when students have completed all prerequisite Math courses.
6. Advice on students who are poor in Math
We must not underestimate students' mathematical skills due to their low Math grades from school. Instead, it is unexpectedly common for students to receive high Math scores at school when in fact they do not have excelling mathematical talents. In other words, high school Math grades are not representations of students' actual skills in math. In other words, actually it is not so difficult for students to increase school Math grades, regardless of their mathematical talents.
First, students with low Math grades should try previewing materials before studying them in school. If students spend a bit of time previewing, they will be able to concentrate and understand more easily in class and also have enough time to prepare for the exams. Often, many students mistakenly believe that they have studied enough, then end up stumped during the exam. After the exams are over and the scores are out, they think that they could have received a higher mark and probably would if they could take it again. (There is a saying, "Only after do fools become wise!")
There are some parents who insist that their children may lose interest or get bored in classes if they study materials in advance. I do not agree with this kind of assertion because even if students end up in such a case, this is more so a matter of their attitude towards learning than their method of studying. That is, those kinds of students will not review or practice for anything about which they've heard because they will quickly lose any interest there. That is, these kinds of students will find it unnecessary to go over or practice class material for the reason that they briefly studied it once during class.
Students who are have a weak foundation in Math need to do many practice questions using the four basic arithmetical operations of numbers and polynomials. More importantly, they need to practice solving questions by themselves. If they have tutors who interfere in their every step of solving the problems, the students will not be able to go through solving any mathematical problems confidently and successfully. If the students cannot learn to find mathematical reasoning in questions by themselves, Math will be a permanent weakness for them. Hence, in such a case, an individual tutor would not act as a good 'remedy' but rather cause another 'side effect' for students' poor mathematical abilities. | 677.169 | 1 |
Pre-Calculus: Trigonometry
Pre-Calculus: Trigonometry
Pre-Calculus: Trigonometry
University of California, Irvine
About this course: This course covers mathematical topics in trigonometry. Trigonometry is the study of triangle angles and lengths, but trigonometric functions have far reaching applications beyond simple studies of triangles. This course is designed to help prepare students to enroll for a first semester course in single variable calculus.
Upon completing this course, you will be able to:
1. Evaluate trigonometric functions using the unit circle and right triangle approaches
2. Solve trigonometric equations
3. Verify trigonometric identities
4. Prove and use basic trigonometric identities.
5. Manipulate trigonometric expressions using standard identities
6. Solve right triangles
7. Apply the Law of Sines and the Law of Cosines
In this module, we will explore circles and right triangles. We will see several special angles related to particular right triangles and we will learn how to find measurements of sides and angles in right triangles using trigonometric functions.
There are several useful trigonometric identities which allow us to simplify trigonometric expressions and find values for the trigonometric functions beyond the special angles. We will begin by exploring the sum and difference identities. Warning: Generally, sin(x+y) does NOT equal sin(x)+sin(y)!!!
In this module, we continue our exploration of trigonometric function identities. We will begin by learning how to verify such identities. We will then talk about the double-angle and half-angle identities.
In this module, we will focus on solving equations involving trigonometric functions. These are usually equations in which the variable appears inside of a trigonometric function and we must use a combination of algebra skills and trigonometry manipulation to solve.
The Law of Sines and the Law of Cosines give useful properties of the trigonometry functions that can help us solve for unknown angles and sides in oblique (non-right angle) triangles. We will focus on utilizing those laws in solving triangles, including those which arise in word problems.
6 videos, 1 reading
Материал для самостоятельного изучения: Law of Sines and Law of Cosines: Reading and Exercises
Video: Law of Sines and Cosines - ASA Case
Video: Law of Sines and Cosines - SAS Case
Video: Law of Sines and Cosines - SSA Case
Video: Law of Sines and Cosines - SSS Case
Video: Law of Sines Word Problem
Video: Law of Cosines Word Problem
Graded: Law of Sines and Law of Cosines
WEEK 9
Trigonometry Final Exam
We have completed the new content for the course. In this final module, you will review and practice the topics covered throughout the course. You will end by taking the comprehensive final exam5 out of 5 of 148 ratings
FG
Excellent! Thanks to the professors for such a great work!
Thanks!
Great course for Pre-Calculus Trigonometry, especially since there are so few online courses that specialize in this one very important aspect of college level math.
SR
This was a good course overall. I feel I have a good understanding and grasp of trigonometry. I think teh real test will be when I move on to calculus and if this course has sufficiently prepared me for it.
A couple of things to note though. One there is a vast difference between the level of content covered in the video lectures and the textbook. The textbook is written very much like a traditional textbook in that the writers are experts in their field and don't really have a grasp of when the student might get lost or not understand what's going on. They simply proceed with walls of equations that will make your eyes glaze over. This, to me anyway, is part of the reason why math education so often doesn't succeed. It doesn't understand what concepts are difficult, fails to make enough tangible examples, and doesn't walk through the logic of the techniques and concepts in an easily understandable way.
Conversely, if you do endure the pain and power through the textbook reading, you'll have a broader understanding of the subject than if you primarily depend on the video lectures and quizzes. The suffering seems needless though. There are better ways to instruct in mathematics. If you're having trouble, go to Khan Academy and Math Is Fun for much better explanations of the concepts.
The second issue is the lack of a forum, either for communication with other students or the instructors. These forums are hit and miss on other Coursera courses, and can be pretty inconsistent in the timeliness and quality of responses, but it's good that you have a community that can help directly and occasionally the attention of the TAs.
Overall though this is a good course and considering how few courses there are out there that cover Pre-Calculus, I'm glad I took this one. | 677.169 | 1 |
Mathematics for Machine Technology
ISBN-10: 1401815812
ISBN-13: 9781401815813
Edition: 5Occupations like those of machinists, tool and die makers, pattern makers, drafters, and designers require a fundamental knowledge of general math as well as of more advanced topics like oblique trigonometry, compound angles, and numerical control. This updated edition of Mathematics for Machine Technology promotes an understanding of all the mathematical concepts necessary for success in the machine trades and manufacturing fields. The author effectively combines math concepts with the relevant machine applications so that readers fully understand the value of what they are learning. Industry-specific examples, realistic illustrations, and actual applications further enhance the theory-to-application connection | 677.169 | 1 |
Thursday, August 31, 2017
Prior to the publication of the Common Core State Standards for Math (CCSSM), transformational geometry was rarely seen in geometry courses. It certainly was missing from the one I taught. Still, I have always been interested in this topic, and it provided the backbone of my "Geometry 2" class, a post-Algebra 2 elective which I called Space.
The CCSSM has changed the landscape, because of its emphasis on transformations in 8th grade, and the idea of basing the definitions of congruence and similarity on transformations. While I have concerns about the CCSSM in high school, I support that particular change, and wrote about it here. The CCSSM, however, is silent on the role of transformations beyond that, and in fact on many related questions. It raises more questions than it answers.
I have tried to help in two ways. I have been offering Transformational Geometry summer workshops for teachers every summer. And I have shared some introductory curricular materials for eighth grade, as well as some materials from my Space course, on the Transformational Geometry page of my Web site.
The largest section of that page is addressed to teachers and curriculum developers. It includes:
an introduction to the glide reflection
the epic proof that any figure congruent to a given figure in the plane is its image in a single translation, rotation, reflection or glide reflection. The proof is accompanied by dynamic applets in lieu of illustrations.
worksheets on the fact that all parabolas are similar, as are all exponential graphs
Filling a Curricular Hole
This is all well and good, but in relation to transformational geometry, the biggest hole in the US curriculum is at the grades 9-10 level. How should a transformational approach affect the geometry course? (or the integrated curriculum at that level?) Many teachers wrongly believe that a transformational approach is by necessity not rigorous. Many are only familiar with the least geometric approach to the topic, involving special cases on the coordinate plane. Many curriculum developers have reinforced these misconceptions. And finally, the creators of some standardized tests have revealed their cluelessness on this topic.
To help address that, I teamed up with Lew Douglas, another teacher who like me has retired from the classroom after several decades, and who shares my passion for geometry. We set out to fill the grades 9-10 gap by first clarifying the underlying mathematics for teachers and curriculum developers. We've worked on this project off and on for a few years, often spurred to action by the fact one or both of us would be presenting a talk or workshop on the topic. (Don't miss Lew's talk at NCTM in DC this April!)
We have finally put our work together in a 45-page document, titled Transformational Proof in High School Geometry: a guide for teachers and curriculum developers. In it, we present a logical sequence from definitions and a short list of axioms through many standard (and some less standard) theorems of the traditional geometry course. We are certain this is more accessible and/or rigorous than previous attempts we have come across, and we hope it will be useful to its intended readership.
Our approach was to prove theorems strictly by transformational means. This is not because we think there is anything wrong with the congruent-triangle-based approach. Our intention is to present an alternative to the traditional routine . Teachers and curriculum developers can choose which to emphasize in different cases, and/or present both approaches, and/or lead discussions of which is preferable in different situations.
We would love some feedback on this! Let us know what you think in the comments or via e-mail | 677.169 | 1 |
Students and math professors looking for a calculus resource that sparks curiosity and engages them will appreciate this new book. Through demonstration and exercises, it shows them how to read equations. It uses a blend of traditional and reform emphases to develop intuition. Narrative and exercises present calculus as a single, unified subject. Color is used to help them identify and interpret the parts of a mathematical model. In addition, formal proofs are preceded with informal discussions that focus on the ideas about to be presented. Then the proofs are discussed in a way that helps scientists and engineers interpret the details of the argument. | 677.169 | 1 |
Month: March 2017
We are entering Full blown algebra now! Fear not, you all have the skills and tools to do this! I have some tutorial videos below to address each of our learning targets. I also have a link to the entire Khan Academy intro to equations unit. Good Luck! | 677.169 | 1 |
4-Speed Revision for Edexcel GCSE Maths Modular Foundation
Includes colour-coded pages that help students revise at the speed they need. This book highlights the sub-topics most likely to be tested in the exam. It decodes the maths language used in exam papers. Practice questions and tests indicate the grade students are working at. It includes exam-style practice papers, written by examiners. | 677.169 | 1 |
AP Statistics Study Guide
Many students struggle with Probability and Statistics through no fault of their own. After all, Probability and Statistics has its own unique language and set of rules. Nonetheless, the frustration experienced by Probability and Statistics students can result in a loss of self-confidence. Here at Math Made Easy, we have constructed math tutorials and homework helpers to give you and the student the help with math you are searching for. By using our Probability and Statistics tutorials, your child will grasp difficult mathematical concepts and excel in his or her math class. Hundreds of interactive exercises interspersed in the review ensure that the student masters all the Probability and Statistics formulas and concepts of the review.
If the student is struggling with Probability and Statistics, our Probability and Statistics Made Easy video math tutorials series can help pave the way to a good grade. Created by a team of leading math educators, Probability and Statistics Made Easy features a comprehensive, step-by-step Probability and Statistics tutorial, an approach that simplifies complex concepts by breaking them up into smaller steps, using high quality color illustrations and providing real-life examples. This math tutorial has proven helpful to numerous students in the past - why not let it help your student now? | 677.169 | 1 |
Intermediate Algebra
Browse related Subjects
Places emphasis on visualization through the use of graphs to reinforce algebraic and numeric solutions and to interpret data, and comprehensive exercise sets. This title helps students to make connections between mathematical concepts and understand the content.
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Places emphasis on visualization through the use of graphs to reinforce algebraic and numeric solutions and to interpret data, and comprehensive exercise sets. This title helps students to make connections between mathematical concepts and understand the content | 677.169 | 1 |
Category: UncategorizedRead more about Finite Math: Introduction to Markov Chains[…]
In this video we discuss three common types of problems involving the conversion of transition diagrams to transition matrices in Markov Chains. Each problem is a standard type problem found in Finite Mathematics. The problems are explained in great detail step by step. If you are having problems in a course, please stay positive andRead more about Finite Math: Markov Transition Diagram to Matrix Practice[…]
In this video we move into the future; one step into the future to be exact. In my previous videos we painstakingly examined the relationship between probability trees, transition diagrams, and transition matrices. This video introduces the concept of initial state vectors. Using these vectors and the transition matrix, can then begin to see stateRead more about Finite Math: One-step Markov Chains[…]
In this video we take our one-step Markov chain from the previous video and run it one more step into the future. In doing so, we begin to develop a general method for taking a Markov process many steps into the future without having to sketch insanely large probability trees. We work this problem byRead more about Finite Math: Two-step Markov Chains[…]
Small Correction at the 9:18 mark – the 2-state transition should be [.23775 .76225]. I either had fat-fingers on the calculator, rounded wrong somewhere, or went three transitions. Problem is just on that slide. My apologies! In this video we extend our one-step and two-step Markov Chains far into the future to determine the probabilityRead more about Finite Math: Long-run Markov Chain Probabilities[…]
In this video we learn how to find the steady-state vector for a Markov Chain using a simple system of equations in two variables. It assumes you know Markov Chain basics and how to solve a simple system of equations algebraically. If Algebra is a distant memory, I do my best to review it on-the-fly.Read more about Finite Math: Markov Steady-State Vectors[…]
In this video we discuss how to find the steady-state probabilities of a simple Markov Chain. We do this using basic matrix operations; therefore I am assuming you know how to add/subtract/multiply simple matrices. The example is explained in great detail at a slow pace, so you not only understand what is going on butRead more about Finite Math: Markov Chain Steady-State Calculation[…]
In this video we work a Markov Chain problem involving students' patterns of enrolling full-time or part-time over the course of two semesters. The problem is worked using both a system of equations and using V(P-I)=0 matrix method. If you are having problems in a course, please stay positive and keep you head up. ToRead more about Finite Math: Markov Chains and College Enrollment Decisions[…]
In this video we explore the difference between the z- and t-distributions. Many formulas in stats look exactly the same, except one has a z-term and the other has a t-term. Why? We also talk about sampling and sample size since they are related to the t-distribution concept. For my complete video library organized byRead more about Statistics 101: To z or to t, That is the Question[…] | 677.169 | 1 |
It is designed to be used, with minimal training, by twelve and thirteen year old students but is powerful enough to support the graphing needs of all secondary school students.
Classic Games
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Math Function Mania 3.0
Math Function Mania is a fun multimedia game that teaches functions, algebra and problem solving skills. Functions are very important in math! By mastering them, you will greatly increase your math skills. This game teaches you by the "hands on"...
906Education
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Quads4Kids 1.0
Using this app shows students how to draw the graph of a quadratic function by obtaining the key points. In the process they learn solving quadratic equations by factoring and by using the quadratic formula. Requirements: iOS 5.0 or later....
307.2 KBAudio Tools
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MMultiBandWaveShaper for Mac OS X x64Science
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GraphLayout 2
GraphLayout is a utility to draw large graphs (up to 5000 nodes).
It allows you to experiment with different cost functions and algorithms.
It also has an external utility which needs to measure the graph quality or its topological features.
564.66 KB
Graphics Viewers
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TikZ-dependency 1.1
TikZ-dependency allows you to draw dependency graphs in LaTeX documents with little or no effort.
The package has a very easy to learn, high level interface that can be used to draw simple dependency trees, complex non projective graphs, bubble...
540.84 KB
Education
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JGraphSketch 1.0
JGraphSketch is an Open Source cross-platform mathematical function plotter written in Java. You can plot Cartesian, Polar and Parametric equations with it. Here is a screen shot. You can zoom the graph, save it in a PNG file and...
10.24 | 677.169 | 1 |
Algebra, one of the most real and important course in mathematics. It is mainly based on arithmetic properties, which all of you mathematics students have already learned. Algebra is a branch of mathematics that uses variables to solve equations. This branch of mathematics uses symbols to create generic solutions which have been used in solving number of cases involving different properties. Algebra is something like reducing or balancing a mathematical equation, meaning the cancellation of like terms from both side of the equation to reduce it into a solvable equation, like a linear or a quadratic equation.
In our point of view, algebra combines of a notation system for representing quantitative relationships, and also it is a set of rules for manipulating notation without changing the underlying quantitative relationship that it represents.
Now, the most important question arises after all we have discussed above that what is the need of algebra to be used for in mathematics, and simply we does want to leave its reply in pending list. It is used because the notations used in algebra provide a concise and commonly accepted way of accurately communicating quantitative relationships and these notations allow us to develop insights into the relationship and/or determine the answer to quantitative problems. Not only is algebra used by people all the time in routine activities, but many professions also use algebra just as often. When companies figure out budgets, algebra is used. When stores order products, they use algebra. | 677.169 | 1 |
Synopsis
In China, lots of excellent students who are good at maths takes an active part in various maths contests and the best six senior high school students will be selected to form the IMO National Team to compete in the International Mathematical Olympiad. In the past ten years China's IMO Team has achieved outstanding results - they have won the first place almost every year.The author is one of the coaches of China's IMO National Team, whose students have won many gold medals many times in IMO.This book is part of the Mathematical Olympiad Series which discusses several aspects related to maths contests, such as algebra, number theory, combinatorics, graph theory and geometry. The book elaborates on methods of discrete extremization, such as inequality control, repeated extremum, partial adjustment, exploiting symmetry, polishing transform, space estimates, etc | 677.169 | 1 |
Elementary School | Mathematics | Algebra
Algebra unites patterns and quantities in patterns with the means of describing change through the use of variables and functions. Its concepts and analytical methods allow people to consider general solutions to problems with common characteristics and develop related formulas. Algebra provides verbal, symbolic and graphical formats for discussing and representing settings as diverse as the pricing patterns of merchandise in a store, the behavior of a car as it accelerates or slows down, the changes in two chemicals as they react with one another, or the type of variation existing in a comparison of two factors in the economy. All people must be able to use algebraic methods to construct and examine tables of values; to interpret the relationships expressed by patterns in these tables; to relate change and variation in graphs and formulas; to reason about changes in quantities and the relationships involved in changes; and to find solutions to everyday problems using algebra's symbolic manipulation and formulas.
Learning Objectives Grades K-2
Describe numerical relationships using variables and patterns:
Identify, describe and extend simple geometric and numeric patterns.
Solve simple number sentences (e.g., 2 + = 5).
Interpret and describe numerical relationships using tables, graphs and symbols: | 677.169 | 1 |
Math Exercises
Math::Pari is a Perl interface to PARI. SYNOPSIS use Math::Pari; $a = PARI 2; print $a**10000; or use Math::Pari qw(Mod); $a = Mod(3,5); print $a**10000; This package is a Perl interface to famous library PARI for numerical/scientific/number-theoretic calculations. It allows use of...
SYNOPSIS use Math::MatrixReal; use Math::MatrixReal::Aug; These are certain extra methods for Math::MatrixReal, in the tradition of Math::MatrixReal::Ext1; $matrix1->augmentright($matrix2); Creates a new matrix of the form [$matrix1 $matrix2]. $matrix1 and $matrix2 must have the same...
Math::Polynomial::Solve is a Perl module to find the roots of polynomial equations. SYNOPSIS use Math::Complex; # The roots may be complex numbers. use Math::Polynomial::Solve qw(poly_roots); my @x = poly_roots(@coefficients); or use Math::Complex; # The roots may be complex numbers....
Math::NumberCruncher Perl module contains a collection of useful math-related functions. SYNOPSIS It should be noted that as of v4.0, there is now an OO interface to Math::NumberCruncher. For backwards compatibility, however, the previous, functional style will always be supported. # OO...
Math::Logic::Predicate is a Perl module to manage and query a predicate assertion database. SYNOPSIS use Math::Logic::Predicate; $db = new Math::Logic::Predicate; # Enter some predicates into the database $db->add(<
RPN is a Perl extension for Reverse Polish Math Expression Evaluation. SYNOPSIS use Math::RPN; $value=rpn(expr...); @array=rpn(expr...); expr... is one or more scalars or lists of scalars which contain RPN expressions. An RPN expression is a series of numbers and/or operators separated...
Math::BigInt, like Math::BigInt::GMP or...
Math::BigInt is an arbitrary size integer/float math package. SYNOPSIS use Math::BigInt; # or make it faster: install (optional) Math::BigInt::GMP # and always use (it will fall back to pure Perl if the # GMP library is not installed): # will warn if Math::BigInt::GMP cannot be found... | 677.169 | 1 |
Everyday Math for Everday Life
A Handbook for When It Just Doesn't Add up
Grand Central Pub Everyday math skills can be painlessly learned and easily mastered, transforming readers from a person who doesn't know the meaning of APR into someone who understands credit card rates. Ryan's guide is broken into sections which review basic arithmetic from fractions to percents.
Baker & Taylor A practical field guide to the mathematics one needs in everyday life explains how to develop helpful math skills in sections that review basic arithmetic and mathematical concepts ranging from fractions to percentages, provides a range of situational problems, and defines terms from statistics to relative magnitude and probability. Original. 10,000 first printing.
Baker & Taylor A practical field guide to everyday mathematics explains how to develop helpful math skills in sections that review basic arithmetic and mathematical concepts ranging from fractions and percentages to statistics, ratios, and roots. | 677.169 | 1 |
This book takes a fresh, student-oriented approach to teaching the material covered in the senior- and first-year graduate-level matrix structural analysis course. Unlike traditional texts for this course that are difficult to read, Kassimali takes special care to provide understandable and exceptionally clear explanations of concepts, step-by-step procedures for analysis, flowcharts, and interesting and modern examples, producing a technically and mathematically accurate presentation of the subject.
This book presents a series of integrated computer programs in Fortran-90 for the dynamic analysis of structures, using the finite element method. Two dimensional continuum structures such as walls are covered along with skeletal structures such as rigid jointed frames and plane grids. | 677.169 | 1 |
The course notes are written using Jupyter notebooks, you will see mathematics but also Python code used to illustrate and confirm certain results.
For example here is some code verifying the simple identity:
$$
(a + b) ^ 2 = a^2 + 2ab + b ^2.
$$
In [1]:
importsympyassym# A library used for symbolic computationssym.init_printing()# Use LaTeX to clean up the outputa,b=sym.symbols('a, b')((a+b)**2).expand()
Out[1]:
$$a^{2} + 2 a b + b^{2}$$
In class we will not follow the course notes: these are there for you to read on your own time. Instead we will use activities and other examples to illustrate the concepts. I have my own notes for those (which are also available to you): | 677.169 | 1 |
last 60 years, the use of the notion of category has led to a remarkable unification and simplification of mathematics. Conceptual Mathematics, Second Edition, introduces the concept of 'category' for the learning, development, and use of mathematics, to both beginning students and general readers, and to practicing mathematical scientists. The treatment does not presuppose knowledge of specific fields, but rather develops, from basic definitions, such elementary categories as discrete dynamical systems and directed graphs; the fundamental ideas are then illuminated by examples in these categories.
Review
Book Description
Conceptual Mathematics introduces the concept of category to beginning students, general readers, and practicing mathematical scientists based on a leisurely introduction to the important categories of directed graphs and discrete dynamical systems. The expanded second edition approaches more advanced topics via historical sketches and a concise introduction to adjoint functors.
Top customer reviews
Possibly a more apt subtitle for this book would be "A First Introduction to Ideas that Underlie Category Theory." Even after spending quite a bit of time with this book, I didn't really feel like I'd learned much category theory, per se. (Tom Leinster's Basic Category Theory seems like an excellent choice if you want to jump right into definitions of categories, functors and natural transformations, then start thinking in terms of adjoints, etc. He also makes that book available on arxiv.) But, early on, Lawvere/Schanuel's book introduced (quite clearly, I think) category-theoretic ideas like sections and retractions, which I hadn't even realized that I'd encountered before. (I'd spent some time with Tu's Intro to Manifolds before this book, and at first I wondered if his definition of a section in the discussion of vector bundles had typos in it or what; after some time with Lawvere/Schanuel, that section from Tu makes a lot more sense.)
As others have mentioned, the books seems like it might be quite simple, near the beginning. At first, given my lack of familiarity with category theory, this book made me wonder if category theory was the study of the consequences of associativity of composition laws, as that's a bit of a recurring theme in this book. And speaking of composition laws, if one wants to come up with a list of prerequisites for this book (or to start reading it, at least), I'd dare say that a familiarity with the composition of functions might be all you really need. That said, I should say this: I recently took a first pass at Rotman's Intro to Algebraic Topology and, after reading his discussion of Brouwer's fixed point theorem, I went back to Lawvere/Schanuel to revisit their section of the same topic, but still didn't feel clear about the Lawvere/Schanuel version after re-reading that section. (Rotman, on the other hand, I found quite easy to understand.) So while one could start this book with minimal prerequisites, I don't expect to feel like I'd understood it all, any time soon (and I'm well past the minimal prerequisites I just offered). And that's sort of a drawback -- the difficultly level of the book doesn't exactly scale smoothly, once you're into the latter half or so of the book. But that's probably my only criticism, as I find the discussion-driven parts of the book generally quite lucid and insightful.
Having read it myself when it first came out, I bought this copy for my niece, who is graduating the Danish gymnasium (high school equivalent) this summer, and as I had, she found it instructive and exciting. It is exactly what it says on the label: a first introduction to category theory, by one of the founders of the field. Lawvere simply imho does an exemplary job of teaching a different way of thinking about math and logic: this is how it is supposed to be done.
I've been trying to expose myself to category theory through the literature. The literature of course demands a sophistication I have yet to attain. I have found this book to be a perfect primer on the subject. It is not easy, but accessible with some meditation on the examples. The connections the book makes from category theory to the more concrete concepts of the physical sciences are illuminating.
This book is a simple introduction to category theory. It is strictly about categories, examples are easy to understand and relevant to beginners. You will not see references to vector spaces, matrices, algebras or topologies, but you will understand what category theory is about.
Not a simple read, but far gentler and more intuitive than the others. Uses illustration's and even at times an informal conversational style to highlight the concepts.
It does use proofs, and even asks you to do them using proper notation. But the notation is reasonable, and the proofs logical, and can be skipped altogether if desired.
I might like it to get to be shorter or get to the point quicker. You really do need to start at the beginning and work through the chapters. For the abstract groundwork laid by earlier chapters is essential to understanding the latter ones.
Sure, it could be better. It could be clearer and have even better illustrations. But a survey of the alternatives reveals this author's love for the topic and so clearly shines above similar works, that I give it a 5 star rating. | 677.169 | 1 |
Welcome to Algebra Challenge Support Forum where you can ask questions and receive answers from official support staff. Please be sure to search for your question as someone else may have already asked it.
1 Answer
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For the Algebra Challenge, mastery is reached when a student is able to answer three questions similar to the format below with no errors and with efficiency (no extra steps). The examples of equations posed vary.
The examples below depict the approximate range:
a*x + b = e + d
(a*b*x)/b + e = d + y*z
It is likely a student will reach mastery before the final chapters of the game. There is advanced mastery as well in later levels but that advanced mastery metric is not the target of the challenge.
On the leader board, the classroom percentage is determined by "Of the players who have logged in, how many of them have reached mastery". A 90% means that 90% of the students in your class have reached mastery as defined above. A likely misconception is that 90% means that your students understand 90% of the concepts - we do not measure partial mastery. | 677.169 | 1 |
Without a STEM, a Flower Can't Grow: A look at how SAC is growing in the areas of science, technology, engineering and math.
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Monthly Archives: November 2012
Dan Suttin is a math tutor with the Developmental Math Lab at San Antonio College. He also enjoys the art of making Geometric Models.
By Guest Blogger: Dan Suttin
First and foremost, I would like to say that I have found the level of course work in the Math Department here at San Antonio College to be excellent, and the quality of teaching as well. My favorite course –as a student—was College Algebra. Although I had taken a similar course many years ago, I found that 95% of the material was quite new to me, and I absorbed it like a sponge. Since working as a tutor in the lab, it seems like I have been taking the course over and over again for almost three years, and I'm learning the material more and more deeply as I go.
There are three different College Algebra courses to choose from here at SAC, depending upon one's career objective and degree plan. Students use three different text books, as well as a computerized, online course to aid learning. There are many different professors teaching the course, and each professor has his or her own preference as to which topics within the curriculum should be accentuated. Some professors even have different methods of approaching the same topic. For example, there are different techniques for using row operations to solve systems of equations with matrices or for evaluating 3×3 determinants. Professors use varying techniques for testing to see if the graph of a rational function crosses its horizontal assymptote, and some stress different approaches to working with logarithms and exponentials. It is my job, as a tutor, to understand where the professors are coming from, and to adapt to the teaching methods they are using.
The "Big Ball", created by Dan Suttin, was on exhibit in the Oppenheimer Center (formerly called the AIC) from January 2010 through March 2011.
In addition to being a "math guy", I am also interested in 3-D Geometric models and constructions as an art form. If you stepped foot in the Oppenheimer Center (formerly called the AIC) anytime from January 2010 through March 2011, you would have seen the "Big Ball" I had on exhibit there. I have since opened another exhibit called the "OCTA-TETRA Museum" located near the intersection of Guadalupe and Frio. Learn more.
Also, I recently presented a webinar for The American Mathematical Association of Two-Year Colleges (AMATYC) about "OCTA-TETRA Constructions and Polyhedron Models." Watch now.
I can truly say that it has been a pleasure working as a tutor at SAC and sharing my passion for teaching mathematics with students who are so eager to learn.
About the Blogger:
Dan Suttin is a tutor in the Developmental Math Lab (MCCH 121 and 119) at SAC. He assists students with math work in all the courses from Basic Mathematics (Math 0300) all the way through Pre-calculus (Math 2412). After working as a math instructor at the Healy-Murphy Center, an alternantive high school in San Antonio, Dan retired. Upon his retirement, he heard of SAC's Senior Citizens' Program where seniors over the age of 65 can audit courses for free.
Dan then decided to enroll in College Algebra (Math 1414) and Trigonometry (then Math 1316, but now called Pre-calculus, Math 2412). Along the way, he realized there was a need for math tutors. So, he applied and was hired. He has worked as a tutor at SAC since the early months of 2010 and continues to help countless SAC students succeed in math courses each semseter.
Last week the San Antonio Hispanic Chamber of Commerce teamed up with representatives from Fortune 500 companies, governmental agencies, universities and colleges, and local high schools to host the third annual CORE4STEM EXPO at the Henry B. Gonzalez Convention Center. The EXPO is part of the Chamber's STEM initiative to encourage students by increasing awareness and interest in college and career goals with a long term effect of attracting higher paying jobs to San Antonio thus strengthening and increasing the cities prosperity ("Core 4 stem," 2012).
Approximately 2,000 7th and 8th graders had the opportunity to broaden their understanding of STEM college and career goals by participating in hands-on activities, viewing demonstrations, and hearing from guest speakers including Jose Hernandez, the first Latino astronaut.
Thanks to the coordinating efforts of Helen Torres, SAC Director of Partnerships and Extended Services, and her staff, San Antonio College had the opportunity to participate in the EXPO by hosting hundreds of students with learner-centered hands-on sessions in STEM fields.
Students were introduced to the world of "Polyhedron and OCTA-TETRA Models" by Dan Suttin, SAC Math Lab tutor, where they learned the connections between these shapes and their applications to careers in architecture, engineering, design, art and mathematics.They were able to apply cyber security principles through simulated programs led by Troy Touchette, chair of Computer Information Systems, where they defended computers from hackers.
They also visited five activity tables led by SAC STEM students where they were introduced to multiple engineering careers including Bio Engineering using equipment provided by the SAC Biology Department and Geothermal Engineering using models provided by Adelante Tejas. Following these activities the students participated in Q&A sessions with Dr. Dan Dimitriu, Program Coordinator of SAC Engineering, and current SAC engineering students Kat Bently and Christopher Woods.
At the completion of each session the SAC College Connections team distributed buttons, backpacks, T-shirts, and information regarding the STEM programs available to their age group on our campus.
This event was a great success for our city and due to the collaborative efforts of all the STEM affiliated departments on our campus; it was a wonderful representation of the opportunities available to students through San Antonio College. | 677.169 | 1 |
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Let them play with figures by using basic algebra of matrices and then they can see the beauty of Math.
In this document, I present Math transformation by using matrices. As you all know, transformations is a code word general term for six specific ways to manipulate the location of a point, the shape of a line, or any object. The original shape of the object is called the pre-image and the final shape and position of the object is the image under the transformation given. The following are the six types of transformations in geometry:
• Translation
• Reflection
• Rotation
• Enlargement
• Stretch
• Shear
Buy this document for your students and have them enjoy matrix algebra. | 677.169 | 1 |
Post navigation
Top >10 Mathematics Websites for Students
It struck me that it might be useful to think about my top recommendations for students. Using some categories again gives me the excuse to mention more than 10! All these resources are free to use.
Francesco Bondi's art work on Desmos. Click the image to see the graph on Desmos.
For an online graph plotter try the excellent Desmos graphing calculator, it is very easy to use and allows you to save your graphs if you sign up. (Facebook is one option you can use to sign in to Desmos). You can see more examples of Desmos graphs hereand there is a helpful user manual you can download from Desmos. There are many creative users of Desmos, have a look at the selection of art work! Make sure you get Desmos on your phone and/or tablettoo.
Calculators
For checking your work WolframAlpha is so useful, it is free to use for checking answers for as many queries as you want (step by Step solutions require a subscription). The set of slideshows here show you the syntax for a variety of queries.
For more excellent calculators and tools for checking your work, try this collection.
Calculus workbook from Plymouth University
There are many sites with useful notes and examples online for all ages, you will find several on the Notes page, this Evernote shared notebook,Mathematics notes includes many links, several universities have very helpful resources which they have made available to all students. You do not have to be an Evernote user (though I'd recommend it highly), just select 'View' to access the notebook.
For reference materials see the various resources on the Reference page which includes links to online dictionaries.
If you like to watch videos to help you learn then you may find some useful resources on the Videos page. Though of course you need to actually do lots of questions!
The best way to learn Mathematics is of course to do Mathematics and there are some excellent sources of problems for students of all ages to try.
Underground Mathematics has an extensive collection of questions to get you really thinking about your Mathematics. Suggestions and full solutions are provided but as always make sure you really do everything you can first with the question.
There are several sites with questions and examples for students of all ages. See more posts with many more resources in the Questions Category.
For revision you can use questions and examples already mentioned, Underground Mathematics includes examination questions for students age 16+. Note the above question comes from an Oxford University Mathematics aptitude test; it is one of the many Review Questions.
Diagnostic Questions
The Revision pages include questions from UK 15-18 Mathematics Examinations. These all include very challenging questions as well as more routine practice.
For 17-18 Year olds, MadAsMaths includes some very challenging questions for those aiming at the top grades. My student who recommended the site went on to achieve an A* grade!
On the Challenges page you can see resources such as the UK Maths Challenges, Nrich, Underground Maths and Brilliant. Signing up toBrilliant (including an easy option for sign in for Facebook users) will allow you to join an international community and get free weekly, personalised problems. Questions at various levels are available. Follow Brilliant on Facebook.
We all like to play Games, many games are available to help you practise Mathematics, you can see a whole collection on Mathematics Games.
The Maths Careers site offers you many articles to read, for further reading materials try Plus Magazine from The Millennium Mathematics Project – University of Cambridge or perhaps Math in the News from the Mathematical Association of America or Mathematical Momentsfrom the American Mathematical Society.
Obviously all these sites are those that I think are particularly good, I do know that many of my students use a lot of the sites I have mentioned here. You will find more recommendations on the Useful links pages. Students do let me know your own particular favourites. | 677.169 | 1 |
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You can use Calculator to perform simple calculations such as addition, subtraction, multiplication, division and percentage.
You can perform calculations by clicking the calculator buttons, or you can...
You can use Calculator to perform simple calculations such as addition, subtraction, multiplication, division and percentage.
You can perform calculations by clicking the calculator buttons, or you can...
EqPlot plots 2D graphs from complex equations. The application comprises algebraic, trigonometric, hyperbolic and transcendental functions. EqPlot can be used to verify the results of nonlinear regression...
This software offers a solution to users who want to make graph paper for graphing equations. There are options to select the number of lines, scale (in inches or centimeters), thickness of lines, color of...
Prime Numbers is a reliable application designed to find prime numbers within the specified range. Results can be saved to text files. The application is also able to decompose a number into primes and to...
Suitable for ages 5 to Adult
Rapid-fire Tables and Number Facts
Use rapid-fire tables and number facts to defend the planet from waves of invading maths problems! Get started straight out of the box,...
This software utility can plot regular or parametric functions, in Cartesian or polar coordinate systems, and is capable to evaluate the roots, minimum and maximum points as well as the first derivative and...
Simple calculator for kids including basic math operations: addition, subtraction, multiplication, and division. It also supports negative numbers and decimals. The program is easy to use and has a very nice...
Infinite ALGEBRA 1 covers all typical algebra material, over 90 topics in all, from adding and subtracting positives and negatives to solving rational equations. Suitable for any class with algebra content....
Pilot Toy is a tool for pilots to use to make preliminary flight path anddistance calculations with free computerized FAA sectional maps. It isnot meant to be used for final preflight calculations. See the...
3D-XplorMath is a Mathematical Visualization program. The older original version, written in Pascal, runs only on on Macintosh computers, but there is also a newer cross-platform Java version, called...
This project is a prototype of a framework for Social Network Analysis created at INRIA. It provides methods for fetching, preparing, clustering and analyzing data from online Social Networks. Currently it...
Statistics Pro - The Calculator of Choice for Statistics, Business Statistics, and Discrete Mathematics/Structures!Statistics is a great class, but the nature of the calculations in homework, quizes and...
Implementation of the A2RMS Algorithm for univariate densities with two tails defined for real values.In this implementation (Matlab), the sequence of proposal densities is built two exponential tails and a... | 677.169 | 1 |
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Your preparation for Math at BCIT after acceptance into your program
As you are planning to attend BCIT you should evaluate your preparedness in mathematics. If you have been out of school for a while, or had only average grades in math during high school, you could be at risk in some of your courses at the Institute. There are several tests available to help you assess your skills and provide you with the information you need to arrive at BCIT ready for the mathematics in your program
Calculator recommendations
The Calculator Table presents the current recommendations in the technology programs for which the Math department teaches courses. As such, it is only intended as a guideline to buying calculators unless there is a particular requirement by the technology, which will be indicated in the additional notes column. Note that these recommendations are based on the information provided by the current Math instructors and it may vary from year to year. If you wish to be certain about the use of a particular calculator you should wait until starting your program to determine the current policy of your instructors. | 677.169 | 1 |
Welcome
Mathwiki is a self-study environment for students of computer science. It contains
selection of math topics needed in their studies. The materials here include important definitions, general ideas of theory, lot of examples and different exercises with answers.
Solving the exercises is really important. Some of the exercises require a little programming – the easiest way to understand abstract theoretical concepts is through practical usage. If you can program it, you can understand it. Other exercises require analysis of algorithms. Theoretical exercises help the reader to understand different aspects of the theory.
For working with Mathwiki, note the following guide-lines.
Do not use IE for Mathwiki - it will not work properly.
Some lessons may take a minute or half for typesetting the math formulas.
For fully understanding the lessons, do all the exercises in it.
View the example solutions and answers only after you yourself have solved the exercise.
Have fun working with Mathwiki
Additional information about the environment (also user's guide) can be found HERE. | 677.169 | 1 |
Physics problem solver
Physics Problems ; Physics Problems have a special place in Physics Learning. We understand Physics – it means that we can solve physics problems. Physics Problem Solver online that shows work and takes care of units. Use it to complete an hour of physics in 5 minutes! Free solved physics problems on different topics. Free detailed solutions. Very useful for calculus-based and algebra-based college physics and AP high school physics. This app solves physics problems that are common in most intro to physics courses. It does so in the most math-less way possible while trying to teach you the skills.
Online Physics calculations, Classical Physics, Electromagnetism, Fluid Mechanics, Thermodynamics, Waste Management and Treatment, Geophysics Calculators. Why use our physics problem solver to help ensure that you get your physics homework submitted on time and get good grades.
Physics problem solver
Physics Problem Solver online that shows work and takes care of units. Use it to complete an hour of physics in 5 minutes! Physics problem solvers are available online to help you understand the subject. They help you solve both simple and complex physics problems and score well in the. Math / Physics Problem Solver This program solves simple math and physics problems stated in English.
Why use our physics problem solver to help ensure that you get your physics homework submitted on time and get good grades. Math / Physics Problem Solver This program solves simple math and physics problems stated in English. Question:Is there any free online fraction problem solver. I'm talking about just entering a fraction problem and solving it and giving you the answer.
Free solved physics problems on different topics. Free detailed solutions. Very useful for calculus-based and algebra-based college physics and AP high school physics. Physics Problems ; Physics Problems have a special place in Physics Learning. We understand Physics – it means that we can solve physics problems. Aug 26, 2013 · Read reviews, compare customer ratings, see screenshots, and learn more about Physics 1: Problem Solver. Download Physics 1: Problem Solver and … Physics problem solvers are available online to help you understand the subject. They help you solve both simple and complex physics problems and score well in the. Physics Problem Solver online that shows work and takes care of units. Use it to complete an hour of physics in 5 minutes!
Math / Physics Problem Solver This program solves simple math and physics problems stated in English. This app solves physics problems that are common in most intro to physics courses. It does so in the most math-less way possible while trying to teach you the skills. Physics Problems ; Physics Problems have a special place in Physics Learning. We understand Physics – it means that we can solve physics problems.
Question:Is there any free online fraction problem solver. I'm talking about just entering a fraction problem and solving it and giving you the answer. Aug 26, 2013 · Read reviews, compare customer ratings, see screenshots, and learn more about Physics 1: Problem Solver. Download Physics 1: Problem Solver and … Free solved physics problems on different topics. Free detailed solutions. Very useful for calculus-based and algebra-based college physics and AP high school physics. | 677.169 | 1 |
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This course has not yet been approved by Udemy's Quality Review team and does not currently offer a Certificate of Completion.
Introduction to Numerical AnalysisIntroduction to Numerical Analysis
Learn the "Introduction to Numerical Analysis" in Five Weeks Only be Introduced to several methods of numerical approximation such as error analysis, root finding, interpolation, polynomial approximation and the direct methods for solving linear equations.
During five weeks of the course, you will be learning these methods and compare them as well.
The course is divided into five weeks where each week you will find a set of video lectures posted with a PDF version of lecture notes as well.
You are welcome to take this course if you want to learn and study the numerical analysis methods.
Who is the target audience?
This course is intended for anyone who had a little bit of linear algebra background and the desire to learn
If you do not have linear algebra background, Don't worry because I will give a review for linear algebra
In this lecture, you will be introduced to the description of the "Introduction to Numerical Analysis" Course including course prerequisite, textbook, supplemental material, course objectives, course schedule, course grading, quizzes, course certificates and contact information.
Course Introduction
05:47
In this lecture, you will be given an introduction to the definition of numerical analysis, types of solution in mathematics, numerical analysis computer software and overview about number systems.
Mathematical Preliminaries
25:45
In this lecture, you will be given an introduction to the floating-point arithmetic (FPA) definition including several examples and their solutions using number systems.
Floating-Point Arithmetic
22:10
In this lecture, you will be introduced to several errors in mathematics such as converting error, overflow error, underflow error and round-off error with the examples of the ways of performing termination for these errors.
Error Analysis
19:45
This problem set 1 is a review for the material of week 1 and quiz 1.
I highly recommend you to solve this problem set 1 before attempting to solve QUIZ 1.
GOOD LUCK!
Problem Set 1
1 page
After you are done with solving the problem set 1, please review your answers with the given solutions in order to learn from your mistakes. Then, please solve QUIZ 1.
GOOD LUCK!
Problem Set 1 Solutions
1 page
In this quiz, you will have 10 different multiple-choice questions which are based on the material of week 1Mathematical Preliminaries and Error Analysis
10 questions
+–
Week 2: Solutions of Equations in One Variable
5 Lectures
01:56:37
In this lecture, you will be introduced to some basics of maple 11 such as how to write a mathematical equation or function using maple 11 in order to find the derivative of it, plot it and solve it to find the roots/zeros.
Introduction to Maple 11
17:20
In this lecture, you will be introduced to several methods used in solving equations in one variable such as bisection method, secant method and false position method. Several examples, proofs, theorems and comparison of each method in terms of advantages and disadvantages will be given in each method.
Solutions of Equations in One Variable (Part I)
55:35
In this lecture, you will be also introduced to two other methods used in solving equations in one variable such as newton method and fixed-point iteration method. Several examples, proofs, theorems and comparison of each method in terms of advantages and disadvantages will be given in each method.
Solutions of Equations in One Variable (Part II)
43:42
This problem set 2 is a review for the material of week 2 and quiz 2.
I highly recommend you to solve this problem set 5 before attempting to solve QUIZ 2.
GOOD LUCK!
Problem Set 2
2 pages
After you are done with solving the problem set 2, please review your answers with the given solutions in order to learn from your mistakes. Then, please solve QUIZ 2.
GOOD LUCK!
Problem Set 2 Solutions
2 pages
In this quiz, you will have 10 different multiple-choice questions which are based on the material of week 2Solutions of Equations in One Variable
10 questions
+–
Week 3: Interpolation and Polynomial Approximation
5 Lectures
01:07:46
In this lecture, you will be introduced to the definition of linear interpolation and its applications. Then, several steps for using linear interpolation and linear interpolation methods will be given in this lecture.
Linear Interpolation
11:02
In this lecture, you will be given an example about the first linear interpolation method which is called "solving a System of Equations".
Solving a System of Equations
17:34
In this lecture, you will be introduced to the second method used in linear interpolation which is called "Lagrange Polynomials", and how to use it to approximate any value not available in the table of data. In addition, you will be introduced to the Lagrange Polynomials Error Formula with examples.
Lagrange Polynomials
39:10
This problem set 3 is a review for the material of week 3 and quiz 3.
I highly recommend you to solve this problem set 3 before attempting to solve QUIZ 3.
GOOD LUCK!
Problem Set 3
1 page
After you are done with solving the problem set 3, please review your answers with the given solutions in order to learn from your mistakes. Then, please solve QUIZ 3.
GOOD LUCK!
Problem Set 3 Solutions
1 page
In this quiz, you will have 10 different multiple-choice questions which are based on the material of week 3Interpolation and Polynomial Approximation
10 questions
+–
Week 4: Spline Interpolation
5 Lectures
01:17:34
In this lecture, you will be introduced to spline interpolation in general and linear splines in particular. Then, you will given an example about linear spline interpolation, and how to use Maple 11 to solve it.
Linear Spline Interpolation
29:00
In this lecture, you will be introduced to quadratic splines. Then, you will given an example about quadratic spline interpolation, and how to use Maple 11 to solve it.
Quadratic Spline Interpolation
29:46
In this lecture, you will be introduced to cubic splines. Then, you will given an example about cubic spline interpolation, and how to use Maple 11 to solve it.
Cubic Spline Interpolation
18:48
This problem set 4 is a review for the material of week 4 and quiz 4.
I highly recommend you to solve this problem set 4 before attempting to solve QUIZ 4.
GOOD LUCK!
Problem Set 4
3 pages
After you are done with solving the problem set 4, please review your answers with the given solutions in order to learn from your mistakes. Then, please solve QUIZ 4.
GOOD LUCK!
Problem Set 4 Solutions
4 pages
In this quiz, you will have 10 different multiple-choice questions which are based on the material of week 4Spline Interpolation
10 questions
+–
Week 5: Direct Methods for Solving Linear Equations
6 Lectures
01:24:08
In this lecture, you will be introduced to gaussian elimination method with a review to linear algebra and how to use this direct method to solve a system nXm of linear equations.
Gaussian Elimination Method
28:54
In this lecture, you will be first given a review about the determinant in linear algebra and how to find it. Then, you will be introduced to cramer's rule and how to use it to solve a system nXm of linear equations.
Cramer's Rule
32:42
In this lecture, you will be introduced to pivoting strategies such as gaussian elimination with partial pivoting and how to use this direct method to solve a system nXm of linear equations.
Pivoting Strategies
20:48
This problem set 5 is a review for the material of week 5 and quiz 5.
I highly recommend you to solve this problem set 5 before attempting to solve QUIZ 5.
GOOD LUCK!
Problem Set 5
3 pages
After you are done with solving the problem set 5, please review your answers with the given solutions in order to learn from your mistakes. Then, please solve QUIZ 5.
GOOD LUCK!
Problem Set 5 Solutions
3 pages
In this quiz, you will have 10 different multiple-choice questions which are based on the material of week 5 + General Course QuestionsMohammed Kaabar received Master of Science in Mathematics and Bachelor of Science in Theoretical Mathematics from Washington State University (WSU), Pullman, WAm USA. He is a former lab instructor and math tutor at the Math Learning Center (MLC) at Washington State University, Pullman. He is the author of (A Friendly Introduction to Differential Equations) and (A First Course in Linear Algebra) Books, and his research interests are numerical analysis, differential equations, linear algebra, and real analysis. He is an invited Technical Program Committee (TPC) member in many conferences such as ICECCS 14, ENCINS 15, eQeSS 15, SSCC 15, ICSoEB 15, CCA 14, WSMEAP 14, EECSI 14, JIEEEC 13 and WCEEENG 12. He is an editor for the American Mathematical Society (AMS) Blog, and he is also a certified peer reviewer and member of the math editorial board at Multimedia Educational Resource for Learning and Online Teaching (MERLOT) which is a program of the California State University System partnering with education institutions, professional societies, and industry. | 677.169 | 1 |
Course Title: Investigate and use simple mathematical formulae and problem solving techniques in range of context
Part A: Course Overview
Program: C3308 Certificate III in General Education for Adults
Course Title: Investigate and use simple mathematical formulae and problem solving techniques in range of context
Portfolio: DSCThe focus of this unit is on developing and using simple formulae to describe and represent relationships between variables in real life contexts and on using simple maths problem solving techniques to interpret and solve straight forward problems. It is delivered in conjunction with VU21364 Investigate numerical and statistical information in a range of contexts MATH5349.
Pre-requisite Courses and Assumed Knowledge and Capabilities
None
National Competency Codes and Titles
National Element Code & Title:
VU21365 Investigate and use simple mathematical formulae and problem solving techniques in a range of contex
Elements:
1 Investigate and use simple mathematical formulae in relevant contexts
This unit describes the skills and knowledge to develop numeracy and mathematical skills involving developing and using simple formulae to describe and represent relationships between variables in range of real life contexts, and on using simple mathematical problem solving techniques to interpret and solve straight forward mathematical problems related to their personal, public, work or education and training lives.
The required outcomes described in this unit relate directly to the Australian Core Skills Framework (ACSF)
They contribute directly to the achievement of ACSF indicators of competence at Level Four Numeracy (4.10, 4.11, 4.12, 4.13)
Overview of Assessment
This course is delivered as part of an integrated program.
You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
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Title
Authors
Document Type
Course Materials
Publication Date
Spring 3-2017
Abstract
In this project, we explore the genesis of the trigonometric functions: sine, cosine, tangent, cotangent, secant, and cosecant. The goal is to provide the typical student in a pre-calculus course some context for understanding these concepts that is generally missing from standard textbook developments. Trigonometry emerged in the ancient Greek world (and, it is suspected, independently in China and India as well) from the geometrical analyses needed to solve basic astronomical problems regarding the relative positions and motions of celestial objects. While the Greeks (Hipparchus, Ptolemy) recognized the usefulness of tabulating chords of central angles in a circle as aids to solving problems of spherical geometry, Hindu mathematicians, like Varahamahira (505--587), found it more expedient to tabulate half-chords, whence the use of the sine and cosine became popular. We will examine an excerpt from this work, wherein Varahamahira describes a few of the standard modern relationships between sine and cosine in the course of creating a sine table. In the 11th century, the Arabic scholar and expert on Hindu science Abu l-Rayhan Muhammad al-Biruni (973--1055) published The Exhaustive Treatise on Shadows (ca.~1021). In this work, we see how Biruni presents geometrical methods for the use of sundials; the relations within right triangles made by the gnomon of a sundial and the shadow cast on its face lead to the study and tabulation of values of the tangent and cotangent, secant and cosecant. Biruni also works out the relationships that these quantities have with the sines and cosines of the angles. However, the modern terminology for the standard trigonometric quantities is not established until the European Renaissance. Foremost in this development is the landmark On Triangles (1463) by Regiomontanus (Johannes Muller). Regiomontanus exposes trigonometry in a purely geometrical form and then applies the ideas to problems in circular and spherical geometry. We examine a few of the theorems that explore the trigonometric relations and which are used to solve triangle problems. | 677.169 | 1 |
Description
This textbook, covering the basic mathematics taught to first-year students of science and engineering, reflects the growing awareness that ancillary mathematics should not be taught in isolation from its applications. Topics covered include calculus, ordinary and partial differential equations and statistics. Each chapter starts with two or three examples setting the new techniques to be studied in the context of the scientific world; the mathematics is then presented, along with worked examples. Numerical methods are integrated with analytical techniques where appropriate. The resulting textbook provides the teacher with a rich and varied source of applications for classroom use and students with a textbook for self-learning, giving insight into the significance and role of mathematics in science and engineering.show more | 677.169 | 1 |
Factoring Polynomials Tarsia
All-in-one slope notes page is intended to be used as a reference and reminder sheet for students to refer back to throughout a unit. Concepts can be added to the organizer as they are introduced throughout the unit. Includes space to record how to find slope from tables, points & an equation. Slope tells us about rate of change, the direction, and steepness of a graph. Relates types of lines, types of equations & types of slope. Happy solving from the miss jude math! shop
Calculus Derivatives Color by Number. This fun, engaging activity includes sixteen review questions on derivatives before the chain rule. The power rule, product rule, quotient rules, trig functions, and e^x are included as are applications such as tangent lines, and velocity.Students solve the problems, match the numerical answer to a color, and then color in the design, a Mandala. | 677.169 | 1 |
2-line display scientific calculator combines statistics and advanced scientific functions and is a durable and affordable calculator for the classroom. The 2-Line display helps students explore math and science concepts in the classroom. Ideal for:
- General Math;
- Algebra 1 & 2;
- Geometry;
- Trigonometry;
- Statistics;
- Science; Display
2-Line
Shows entries on the top line and results on the bottom line. Scrolling
Entry line (top) shows up to 11 characters and can scroll left/right up to 88. Result line (bottom) shows up to a 10-digit answer and 2-digit exponent. Key features for math and science
Previous entry
Lets you review previous entries and look for patterns. Menus
Allow you to select settings appropriate for your classroom needs. Fraction features
Allows operations with fractions and mixed numbers. 2-Variable statistics
Enter/delete/insert/edit individual statistical data elements. Conversions
Fractions/Decimals
Degrees/Radians/Grads
DMS/Decimal/Degrees Symbolic value of π
Recognizes π as a symbol in radian mode. | 677.169 | 1 |
Instead of using a simple lifetime average, Udemy calculates a course's star rating by considering a number of different factors such as the number of ratings, the age of ratings, and the likelihood of fraudulent ratings.
Step by Step Calculus 1 : Learn from scratch
Learn about Functions, Limits, Derivatives, Curve Sketching and more at your own paceCalculus one is the introductory course of Calculus as it covers all the essentials; From knowing what a function is to finding limits, taking derivatives, and sketching a given curve. This course is vital for any student wishing to pursue a degree in Science or Engineering.
For each topic that is covered in this course, I will start by giving a general introduction of concepts then I will move on to solve actual problems, because practice is definitely the best way to learn. I will conclude the course by introducing you to MATLAB which is a powerful tool, that allows you to graph curves, take derivatives and much more using few lines of code.
This course will be constantly updated and new material will be posted every now and then. And if you seek help I will be more than happy to answer your questions on the course page.
Who is the target audience?
This course is meant for High school and/or College Students, or anyone interested in learning calculus really.
Hello there my name is Bryant and I am 24 years old. I have a Bachelor of Science in Physics. Through out my college years I had the opportunity to be a tutor for about 2 years and what I learned from this experience is that the majority of students tend to be visual learners. This is why I have taken the opportunity to develop this online course trying my best through videos to teach calculus 1. My major has also helped me to know where to start teaching. | 677.169 | 1 |
Numerical Differentiation in Matlab
You are having problems in Numerical Differentiation Matlab Projects. And you need expert's assistance. If so, feel free to contact us. Our Matlab programming tutors provide you with detailed instruction for all your Numerical Differentiation related Matlab projects.
Numerical Differentiation is the mathematical process used to find the numerical value of a derivative of a given function at a given point. Matlab can be used to solve differentiation problems by applying a variety of efficient numerical algorithms. Matlab provides number of functions to perform multidimensional derivatives.
The instructors for Numerical Differentiation in Matlab will provide you all the necessary help concerning Matlab Projects for Numerical Differentiation. Our Numerical Differentiation Matlab Tutorials has been created to provide guidance to problems related to your Matlab Projects on Numerical Differentiation. Our Matlab programming Tutors hold Professional Degree in their respective areas and are well-acquainted with every step to be taken to complete Matlab programming for solving Numerical Differentiation Problem. Our Matlab programming Tutors are available 24/7 to cater your needs. They provide assistance for you to help you in your Numerical Differentiation Matlab Projects, we also offer Online Matlab Training. | 677.169 | 1 |
DOMA - Algebra
Let's Go Learn's Diagnostic Online Math Assessment (DOMA) Algebra evaluates skills taught during the crucial Algebra I year. DOMA Algebra can be used to assess Algebra students in middle school or high school to determine their understanding of key Algebra constructs. DOMA Algebra also works well as an end-of-course assessment, or in preparation for high school exit exams. The online program adapts to student responses by difficulty level and construct, clearly identifying mastery/non-mastery, either by full assessment or by placement during the pre-screening.
Middle school and high school interfaces engage secondary learners and make testing more fun and relevant. DOMA's adaptive technology intelligently decides which specific test items will be given to each student. Based on individual student performance during the assessment, DOMA adjusts in difficulty, item selection, and construct selection. These adaptations allow DOMA to measure a wide range of student abilities efficiently and accurately. | 677.169 | 1 |
Math
The Math Department has decided to make the Math Summer Assignments optional for the 2017-18 school year, except for AP Calculus AB. Students are highly encouraged to work on the appropriate summer assignment for the course they are taking during the 2017-18 school year. This is a good tool to keep math skills fresh for the upcoming school year. The math teachers will be available during the first 2 weeks of school to review the summer assignments for any student who works on them.
For Honors Algebra II/Trig, it would be extremely beneficial for you to work on the summer assignment as it reviews the first 2 chapters in the textbook. You will be much better prepared if you complete the summer assignment.
All math summer assignments are available on the Pallotti website.(The math packets are saved as .pdf files, so Adobe Acrobat Reader is required for this download.)
AP Calculus AB: If a student wishes to receive 5 extra points on his/her packet, s/he may turn it in anytime between Monday, August 21, 2017 and Wednesday, August 23, 2017 (by 12 PM). Please place your assignment in the box located outside of Room 124.
If there are any questions about summer math work, please do not hesitate to contact Mr. Jeremy Rheam at jrheam@pallottihs.org. If you have any technical difficulties with the work, please feel free to contact a member of the Technology Team.
Also, if you need to purchase a calculator, the Math Department requires a Texas Instruments graphing calculator: TI-83 or TI-84 (any version will do, however the TI-84 family of calculators is recommended). The TI-nspire and TI-89 are NOT allowed. | 677.169 | 1 |
3
Entry Requirements GCSE Grades: MathematicsA* – B Further MathsA* – A Personal Attributes Whichever option you choose, you should enjoy maths! All courses are very demanding and will require a great deal of hard work if you are going to succeed. Mathematics at High Storrs Faculty 2: Mathematics KS5 Information Evening
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Biology Sociology Psychology Economics Business Geography Physics PE Product Design Are you thinking about Maths at degree level? Tell me more about the options I need to make… Statistics or Mechanics or Fur. Maths Social Sciences… Engineering… Are you thinking about applying to Oxbridge? Generally, you would be required to get at least A*AA for a conditional offer Mathematics at High Storrs Faculty 2: Mathematics KS5 Information Evening
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What should I do now? Think carefully about your option choices, Think about what this might lead to: - look at some University websites, - what are the entry requirements, - are there any preferred combinations of subjects? Talk to your maths teachers, Talk to some of the current sixth form students, Mathematics is a very demanding course, make sure that you are the hardworking, enthusiastic type of student that is going to be successful! Mathematics at High Storrs Faculty 2: Mathematics KS5 Information Evening
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How will I be assessed throughout the course? Bridging Unit Initial Assessment Period Self Assessment throughout course Homework Booklets Module Assessments (internal) Module Examinations (June of Y12 and Y13)* Tracking and Monitoring Mathematics at High Storrs Faculty 2: Mathematics KS5 Information Evening
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Why should I study Maths at High Storrs? Very strong department: –Experienced, enthusiastic and well qualified staff. –Study support available at all times – particularly around module exams. –In Y13, we have 6 students studying Further Maths and 29 students studying Maths –In Y12, we have 18 students studying Further Maths and 56 students studying Maths Results: –99% pass rate over the last 5 years, –2014 Results: 90% grades A*-C at A-Level and 80% A*-B at Further Maths! MLE: –We've invested heavily in the MLE and purchased online textbooks for all modules, –All past papers, revision materials and much more on class sites. Enrichment Activities: –Senior Maths Challenge & Senior Team Challenge –Trips to Maths talks in other cities –Maths reading books, (45 members of Maths Book Club!) –Students offered opportunities to attend at Sheffield University as part of their Advanced Problem Solving classes, and their Lecture series –Pop Maths Quiz, hosted at Sheffield Hallam University –Mymaths Mathematics at High Storrs Faculty 2: Mathematics KS5 Information Evening | 677.169 | 1 |
4 Graph examples For each, what are the vertices and what are the edges? Web pages with linksMethods in a program that call each otherRoad maps (e.g., Google maps)Airline routesFacebook friendsCourse pre-requisitesFamily treesPaths through a maze
5 Pathspath: A path from vertex a to b is a sequence of edges that can be followed starting from a to reach b.can be represented as vertices visited, or edges takenexample, one path from V to Z: {b, h} or {V, X, Z}What are two paths from U to Y?path length: Number of vertices or edges contained in the path.neighbor or adjacent: Two vertices connected directly by an edge.example: V and XXUVWZYacbedfgh
6 Reachability, connectedness reachable: Vertex a is reachable from b if a path exists from a to b.connected: A graph is connected if every vertex is reachable from any other.Is the graph at top right connected?strongly connected: When every vertex has an edge to every other vertex.XUVWZYacbedfghacbdeabcd
7 Loops and cycles cycle: A path that begins and ends at the same node. example: {b, g, f, c, a} or {V, X, Y, W, U, V}.example: {c, d, a} or {U, W, V, U}.acyclic graph: One that does not contain any cycles.loop: An edge directly from a node to itself.Many graphs don't allow loops.XUVWZYacbedfgh
8 Weighted graphs weight: Cost associated with a given edge. Some graphs have weighted edges, and some are unweighted.Edges in an unweighted graph can be thought of as having equal weight (e.g. all 0, or all 1, etc.)Most graphs do not allow negative weights.example: graph of airline flights, weighted by miles between cities:ORDPVDMIADFWSFOLAXLGAHNL8498021387174318431099112012333372555142
9 Directed graphsdirected graph ("digraph"): One where edges are one-way connections between vertices.If graph is directed, a vertex has a separate in/out degree.A digraph can be weighted or unweighted.Is the graph below connected? Why or why not?adbegfc
11 Linked Lists, Trees, Graphs A binary tree is a graph with some restrictions:The tree is an unweighted, directed, acyclic graph (DAG).Each node's in-degree is at most 1, and out-degree is at most 2.There is exactly one path from the root to every node.A linked list is also a graph:Unweighted DAG.In/out degree of at most 1 for all nodes.FBKABCDAEHGJ
12 Searching for paths Searching for a path from one vertex to another: Sometimes, we just want any path (or want to know there is a path).Sometimes, we want to minimize path length (# of edges).Sometimes, we want to minimize path cost (sum of edge weights).What is the shortest path from MIA to SFO? Which path has the minimum cost?ORDPVDMIADFWSFOLAXLGAHNL$50$80$140$170$70$100$110$120$60$250$200$500$130
14 DFS pseudocodefunction dfs(v1, v2):dfs(v1, v2, { }).function dfs(v1, v2, path):path += v1.mark v1 as visited.if v1 is v2:a path is found!for each unvisited neighbor n of v1: if dfs(n, v2, path) finds a path: a path is found!path -= v1. // path is not found.The path param above is used if you want to have the path available as a list once you are done.Trace dfs(a, f) in the above graph.aebchgdf
15 DFS observationsdiscovery: DFS is guaranteed to find a path if one exists.retrieval: It is easy to retrieve exactly what the path is (the sequence of edges taken) if we find itoptimality: not optimal. DFS is guaranteed to find a path, not necessarily the best/shortest pathExample: dfs(a, f) returns {a, d, c, f} rather than {a, d, f}.aebchgdf
16 Breadth-first searchbreadth-first search (BFS): Finds a path between two nodes by taking one step down all paths and then immediately backtracking.Often implemented by maintaining a queue of vertices to visit.BFS always returns the shortest path (the one with the fewest edges) between the start and the end vertices.to b: {a, b}to c: {a, e, f, c}to d: {a, d}to e: {a, e}to f: {a, e, f}to g: {a, d, g}to h: {a, d, h}aebchgdf
18 BFS observations optimality: always finds the shortest path (fewest edges).in unweighted graphs, finds optimal cost path.In weighted graphs, not always optimal cost.retrieval: harder to reconstruct the actual sequence of vertices or edges in the path once you find itconceptually, BFS is exploring many possible paths in parallel, so it's not easy to store a path array/list in progresssolution: We can keep track of the path by storing predecessors for each vertex (each vertex can store a reference to a previous vertex).DFS uses less memory than BFS, easier to reconstruct the path once found; but DFS does not always find shortest path. BFS does.aebchgdf
19 DFS, BFS runtimeWhat is the expected runtime of DFS and BFS, in terms of the number of vertices V and the number of edges E ?Answer: O(|V| + |E|)where |V| = number of vertices, |E| = number of edgesMust potentially visit every node and/or examine every edge once.why not O(|V| * |E|) ?What is the space complexity of each algorithm?(How much memory does each algorithm require?)
20 BFS that finds path function bfs(v1, v2): queue := {v1}. mark v1 as visited.while queue is not empty:v := queue.removeFirst().if v is v2:a path is found! (reconstruct it by following .prev back to v1.)for each unvisited neighbor n of v:mark n as visited. (set n.prev = v.)queue.addLast(n).// path is not found.By storing some kind of "previous" reference associated with each vertex, you can reconstruct your path back once you find v2.aebchgdfprev | 677.169 | 1 |
Topics covered: Course format and overview; Demonstration of a feedback system used to stabilize an inverted pendulum; Demonstration of digital signal processing used to remove distortions and background noise from a musical recording. Mathematical representation of signals and systems | 677.169 | 1 |
Math algebra 2 performance task
As you use these resources please keep in mind that these resources are all unofficial (unless otherwise noted).Blog on adapting Test-prep -. These tasks were created by AAESA teachers in conjunction with the Linda Jordan Performance Tasks Series in 2013-14. The tasks below are math-related, and are excellent examples of performance tasks. These tasks have not been peer-reviewed or tested at this time.
They are DRAFTS only. They are aligned to math algebra 2 performance task Common Core State Standards for Mathematics. You may download and use math algebra 2 performance task tasks for professional development purposes without modifying the tasks.The tasks for grades 3 through High School were developed by the Mathematics Assessment Resource Service (MARS) of the Shell Centre for Mathematical Education, University of Nottingham, England. | 677.169 | 1 |
Found materials: 129
Provides an introduction to numerical analysis for undergraduates in mathematics, computer science, physical sciences, and engineering. Emphasis is on why numerical methods work and their limitations,…
Hoffman (mechanical engineering, Purdue U.) introduces engineers and scientists to numerical methods that can be used to solve mathematical problems arising in engineering and science that cannot be s…
Scientific Computing and Differential Equations: An Introduction to Numerical Methods, is an excellent complement to Introduction to Numerical Methods by Ortega and Poole. The book emphasizes the impo… | 677.169 | 1 |
Intensive schools are for off campus students only, unless specified in the notes.
Start
Finish
Attendance
Notes
11 April 2017
13 April 2017
Non-Mandatory
Trimester 1 Intensive School
20 August 2017
22 August 2017
Non-Mandatory
Trimester 2 Intensive SchoolMATH120
Notes
Students contemplating enrolment in MTHS110 who are not familiar with the content of General Mathematics in NSW or its equivalent should contact staff in the School of Science and Technology at mathsenquiries@une.edu.au before enrolling. In your e-mail please state your course of study and your mathematics background.
Mathematical models appear throughout the natural and social sciences. For example, growth of both cell populations and money can be modelled using exponential functions. In this unit, students will learn how to develop, understand and apply mathematical models, and see how the universality of mathematics connects seemingly disparate fields. Emphasis is placed on developing good mathematical intuition as well as technical problem-solving, allowing students to immediately apply the knowledge learned in this unit or continue on to the calculus-based mathematics units. This unit follows the Introduction to Quantitative Skills unit or NSW HSC Mathematics or equivalent | 677.169 | 1 |
3 This book explains basic concepts such as vectors, coordinate spaces, matrices, transformations, Euler angles, homogenous coordinates, geometric primitives, intersection tests, and triangle meshes. It discusses orientation in 3D, including thorough coverage of quaternions and a comparison of the advantages and disadvantages of different representation techniques. The text describes working C++ classes for mathematical and geometric entities and several different matrix classes, each tailored to specific geometric tasks. Also included are complete derivations for all the primitive transformation matrices.
Editorial Reviews
About the Author
Fletcher Dunn is the principal programmer at Terminal Reality, where he has worked on Nocturne and 4x4 Evolution and is currently lead programmer for BloodRayne. He has developed games for Windows, Mac, Dreamcast, Playstation II, Xbox, and GameCube.
Ian Parberry is a professor of computer science at the University of North Texas and is internationally recognized as one of the top academics teaching computer game programming with DirectX. He is also the author of Learn Computer Game Programming with DirectX 7.0 and Introduction to Computer Game Programming with DirectX 8.0.
Top customer reviews
I can't add more praise or insight than the other reviewers that rated this books highly. This is a great book to learn the mathematics required for 3D game programming. The concepts are developed in a logical and clear manner with many examples to assist you in building the required cognitive models to move from the math in 2D to 3D. This feature alone would have me recommend the book but for a book to have so many delightful comments (many in the footnotes) that had me laughing out loud was an added plus. Yes. The math was actually enjoyable. This books makes learning a difficult subject very enjoyable. Check out the writing by previewing the beginning of the book. The authors deserve some type of award for the effort they made in creating text, examples, and illustrations that actually served to teach these concepts in such a clear and enjoyable manner!
I'm about 2/3 through this book now, and I've found it very helpful. The explanations are good, and what I particularly like is how he illustrates most of the topics with pictures and graphs, explaining the relevance to rendering graphics in games. Unlike most math books and courses I've taken, I'm not left wondering "what the heck relevance does THIS have?" every time I turn a page. He also does provide C++ code game graphics rendering at the end of most topics. The code is very useful, and well explained. I can definitely see myself using some of it in future projects.
I don't want to kid anyone though, this material is complicated, and if you struggle with math, or don't have a math background (some advanced high school classes or college math) then you may find this book a bit much.
pros: explains the math needed for game programming in an intuitive straightforward manner. first vectors, Matrices, Euler angles, and even quaternions. They also show the pros and cons of using which mathematical technic
con: sometimes they don't explain things well enough while other times they over explains things that seem obvious. the first three chapters of the book talks to you as if you have never taken math before. then when they come to explaining projections on to one vector on to another in chapter 5 they explains it as if I knew math very well. But, that was not a big deal, I just review my old algebra text books and went to YouTube for a better explanation.
I still gave it a 5 stars despite the cons because I have never seen another book for programming with math that was better than this one.
When I was younger I could not image how I would ever use trig and so I did not focus on it much. As a game developer it is something I use every single day and with the constant use my weakness in this area has been a hurdle. This book has helped a great deal in shoring up this weakness and having a greater understanding of the math needed to be an effective game developer.
The concepts are clearly explained and the writer has a nice conversational style that does not become too chatty. He quickly moves to the meat of the subject and each concept builds on the previous for greater understanding. The book was not nearly as tedious as I feared it would be and I actually found my self becoming absorbed in the material.
This book is exactly what it claims to be; a primer in 3D math. It is not a all encompassing reference but does a good job explaining and building on the basics. Exactly what I needed.
What to say? the Bible, the springboard, the reference point for anyone who wants to become games maker. As soon as you start reading, given the challenging nature of the subject, the book seems difficult to fully understand. Overcome the obstacle of Chapter 5 the puzzle takes shape and everything becomes more clear. Mathematics exposition Clear and Fine, Elegant and Clean the code that accompanies the book. It is one of the most beautiful books ever written for the computer science, every programmer should read it ,at least once.
I've been a professional game developer for nearly six years, and this is far and away one of the best intro books I own. I still refer to it on a regular basis, and read and reread sections where I've gotten a little rusty.
For really understanding many concepts and mathematics topics behind 3D graphics for games, this is the book you want. Forget those DirectX or OpenGL books; they may help you rapidly create a demo or game, but they will only scratch the surface of important topics that you'll need to be an effective game programmer with ANY platform or API.
The book is great, because it's written at an advanced enough level that it covers valuable and complex material, but not written so densely or with such intensive mathematical proofs that it becomes impossible to read.
The one disappointment is the book's website. It contains solutions to exercises for the first few chapters, and promises that additional answers are coming soon. I guess soon is a relative term, but it's been about five years since I bought the book and there's still no answers.
Once you've mastered the material in this book you'll have a great foundation for other classics like Lengyl's Mathematics for 3D Game Programming. That book is also great, but a little too dense for a beginning to intermediate level game developer. | 677.169 | 1 |
Flashcards for Calculus Review
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These are flashcards ready for use to study for the AP Calculus exam. To create the flashcards, just cut the word off the bottom of each flashcard and glue or tape it to the back of the explanation. Students can use these to get ready for the justifications and work needed to be shown on the AP Calculus AB exam. These are used by my students every year and they say it is the best resource I gave them in the course! | 677.169 | 1 |
The DCC Math Lab is a computer lab that is
staffed with math instructors and math tutors that are trained
to help students with developmental math. The lab is
located in Room 122 of the Temple Building. Usage of the
lab is free to all developmental students enrolled at DCC.
·
The math lab shares the same goals as
the Virginia Community College System in regards to developmental
mathematics.
·
To reduce student need for
remediation.
·
To decrease length of time a student
spends in developmental courses.
·
To increase student success in
graduating and/or transferring.
Math Lab Policies
·
Students are expected to keep noise
to a minimum within the math lab in respect for others working and/or
testing.
·
Students are expected to work on
developmental math or other school related assignments while in the math
lab.
Preference will
always be given to students working on developmental math.
·
Students are encouraged to ask
questions and seek help while in the math lab.
·
Free printing is allowed for school
related materials only.
Student Testimonials
"The math lab has been a great
help. The monitors are knowledgeable, polite, and happy to help.
It has been the best support I've had all semester." – Linda Logan
"I am doing well in my math
course because of the math lab. The math lab instructors are nice,
easy to work with, and explain the math so well." – Jerle Wilson
"The math lab has been a great
help in allowing me to succeed in my math course. Everyone in the math
lab is very helpful and the teachers were awesome. Two thumbs up." –
Crystal Bagwell
Frequently Asked Questions
Does the math lab provide
one-on-one tutoring?
The math lab is not designed for
one-on-one tutoring. Students are instead assisted on an "as needed
basis" as lab administrators monitor the room. However, in cases where
the lab is not busy, students can get plenty of one-on-one attention.
If a student is seeking one on one tutoring, then they are encouraged to
contact the
Tutoring Center.
What can a student do in the math
lab?
A student can do anything in the math lab that they could
do in their normal math class. The activities include watching lecture
videos, doing homework, studying for a quiz or test, and taking a quiz or
test.
What do I need to bring with me to
the math lab?
A student should bring the same materials that they would
take to their normal math class. If the student is planning to take a
test, they will also need to bring a PHOTO ID.
Why are the developmental math
classes taught via My
score?
Passing scores vary depending upon the assignments.
Homework assignments are passed once the student has attained at least a
90%. Quizzes are passed once the student has attained at least an 80%.
Unit Tests are passed once the student has attained at least a 75%.
How do I best prepare for my Unit
Test?
The best preparation for the Unit Test is the Practice
Test. We advise students to take the Practice Test using only the
approved testing materials. Once the test has been completed, students
should review their mistakes on their own or with the instructor in class or
with an administrator in the math lab prior to taking the actual Unit Test.
How can I be successful in my
developmental math course?
Making arrangements to work on math outside of class
whether that be in the math lab or not is the key. Each student is
given a list of assignments to be completed prior taking the Unit Test along
with a pacing guide. The students that follow that pacing guide on a
week by week basis are our most successful students.
Where can I get help in addition
to the math lab?
Smarthinking
· Smarthinking an
online tutoring service that DCC offers for free to its students.
Smarthinking provides tutoring in a variety of subjects, many of which are
available 24/7. It is available in Blackboard.
· The LAC Tutoring
Center allows students to schedule weekly meetings with tutors free of
charge.
MyLabsPlus Help Tools
· MyLabsPlus offers
students a variety of help tools. These tools range from HELP ME SOLVE
THIS which walks students step by step through a problem to ASK MY
INSTRUCTOR which directly links the student to the instructor for help via
email.
Unit Testing Procedures
1. Be sure
that you are ready to test and that you give yourself enough time to take
your test. All homework and quizzes must
be completed prior to testing and tests must be submitted at or before the
math lab closing time.
2. Have a Photo ID
ready and sit in one of the designated testing areas.
3. Have
materials ready before calling the lab administrator over to enter the
required password. Approved materials
include:
· Photo ID
· Pencil/Pen
· Blank Loose Leaf
Paper
· Formula Sheet (if
taking Unit 2 or Unit 3)
· Four Function
Calculator (if taking Units 2-9)
4. The use
of any unapproved materials during the Unit Test could result in a 0 on all
three Unit Test attempts. Unapproved
materials include but are not limited to:
· Notes
· Cell Phones
· Scientific or
Graphing Calculators
· Four Function
Calculator (if taking Unit 1)
5. Label your work
with your name, the name of your instructor, and the name of your test.
Number and show all work in a neat and
organized manner to be submitted to your instructor for grading.
6. Once the
Unit Test has been started, you should not leave the lab until the Unit Test
is submitted. In case of emergencies,
please call the lab administrator over to make arrangements before leaving
the lab.
7. When your
Unit Test is completed, call the lab administrator over to collect your work
before submitting the Unit Test. Failure
to do so will result in the loss of any partial credit.
8. Once the administrator has collected all of
your work, you may submit your Unit Test.
At that time, you will be given the opportunity to review your Unit Test
with the lab administrator.
1008 South Main St., Danville, VA 24541 | 434.797.2222 |
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by
Dr. Michael Starbird
A Major Breakthrough in Understanding Calculus!
Change and Motion: Calculus Made Clear -- 24 video presentations crafted to make the key concepts of calculus understandable. Students grasp the power and beauty of calculus without the technical background traditionally required in other calculus courses.
Many of us excluded ourselves from the profound insights of calculus because we didn't continue in mathematics. This great achievement remains a closed door, but not any more! This course opens that door and make calculus accessible to all. Calculus Made Clear provides a foundational base for understanding the relationships of college calculus. Calculus has made it possible to build bridges that span miles of river, travel to the moon, and predict patterns of population change.Yet for all its computational power, calculus is the exploration of just two ideas—the derivative and the integral—both of which arise from a commonsense analysis of motion. The door is now open for all who will walk through it -- Calculus Made Clear. | 677.169 | 1 |
College algebra help
we break down all of the key elements so you can get adequate College Algebra help. With college algebra help the imperative study concepts and relevant practice questions right at your fingertips, students in need of College Algebra help will benefit greatly from our interactive syllabus.
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Activity Sheet on the 2nd Fundamental Theorem of Calculus
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This activity sheet has 15 conceptually based questions on using the 2nd Fundamental Theorem of Calculus in evaluating the derivative of an integral. In addition, there are several questions about displacement and distance traveled. One question deals with reading information for the 2nd Fundamental Theorem of Calculus from a graph of a function. The questions are designed to be used with Advanced Placement Calculus students.
You will find many other activity sheets for calculus available in my store. Some of them can also be bought in bundles. | 677.169 | 1 |
Math 200
Quiz #7B
25 points
Name:
1A) Find the center of mass for the rectangular lamina [2, 2] [0,1] if its density equals y grams per square
meter. (4 points)
1B) Find the moment of inertia about the origin of the same lamina from part a). (3 points)
2)
Math 200
Quiz #2B
25 points
Name:
1) Find a parameterization for the following curves. Be sure to specify the domain of the parameter. (6 points)
1A) The curve is the line segment that starts at (5, 3, 0) and ends at (2, 1, 1).
1B) The curve rotates once
Math 200
Quiz #2A
25 points
Name:
1) Find a position function for the following curves. Be sure to specify the domain of the parameter.
1A) The curve is the line segment that starts at (2, 1, 1) and ends at (5, 3, 0). (2 points)
1B) Find a parameterizatio
200 Advice
Showing 1 to 2 of 2
He is an excellent professor. energetic, entertaining, funny, thorough, clear communication, does his best to prevent his students from losing focus, very flexible and understanding.
Course highlights:
The stories and tangents he shares. while this is a math course I learned a lot about the chilean culture, how they act and what their outlook on life is.
Hours per week:
3-5 hours
Advice for students:
make a roadmap for flux vs work. make sure to go to office hours to create clear boundaries for what technique should be applied to find either flux or work. use 3d graphers online if you are stuggling to mentally imagine the 3d graphs.
This is one of the hardest math classes offered, but Professor Laanaoui explained each concept and was always available to help whether it be office hours or through email. He provided step by step methods and would search for more simple ways for students to solve problems.
Course highlights:
The main thing I learned in this class that although there is only one answer, there are a lot of methods to reach it.
Hours per week:
12+ hours
Advice for students:
Make sure to always ask questions if there is something you do not understand. There is no need to worry about sounding "dumb" because there might be many of your peers who are also in the same boat. Make time to go to his office hours or math tutors after struggling a bit on problems. The best way is to stick on through step by step, not look for shortcuts. | 677.169 | 1 |
Synopsis
This book contains three full sets of practice papers for Key Stage 3 Maths - ideal preparation for the in-school tests that most pupils take at the end of Year 9 (age 14). There are two hour-long test papers in each set - one where students are allowed to use a calculator, and one where they aren't. Detailed answers and a full mark scheme are included for every test, so it's easy for students to check their progress and learn from any mistakes. (Please note: these tests are best suited to KS3 students working at Levels 5-8. CGP Practice Tests for Levels 3-6 are also available - see 9781841460437 | 677.169 | 1 |
Personalize learning with MyLab Math MyLab(TM) Math is an online homework, tutorial, and assessment program designed to work with this text to engage students and improve results. Within its structured environment, students practice what they learn,...... more
Personalize learning with MyLab Math MyLab(TM) Math is an online homework, tutorial, and assessment program designed to work with this text to engage students and improve results. Within its structured environment, students practice what they learn,...This text provides a strong foundation to precalculus that focuses on a small number of key topics thereby emphasising depth of understanding rather than breath of coverage. It provides a solid way to motivate concepts and develop critical thinking...... more
This text provides a strong foundation to precalculus that focuses on a small number of key topics thereby emphasising depth of understanding rather than breath of coverage. It provides a solid way to motivate concepts and develop critical thinking...
Precalculus: ConceptsThroughFunctions, A UnitCircleApproach to Trigonometry, Third Edition focuses on the fundamentals: preparation for class, practice with homework, and reviewing of key concepts. With the ConceptsThroughFunctions series, the...... more
Precalculus: Concepts Through Functions, A Unit Circle Approach to Trigonometry, Third Edition focuses on the fundamentals: preparation for class, practice with homework, and reviewing of key concepts. With the Concepts Through Functions series, the...
.... more.
Ratti/McWaters/Skrzypek's Precalculus: A UnitCircleApproach can be used in co-requisite courses, or simply to help students who enter Precalculus without a full understanding of prerequisite skills and concepts. MyLab Math Standalone Access Card to...... more
Ratti/McWaters/Skrzypek's Precalculus: A Unit Circle Approach can be used in co-requisite courses, or simply to help students who enter Precalculus without a full understanding of prerequisite skills and concepts. MyLab Math Standalone Access Card to | 677.169 | 1 |
Stewart designed this volume while teaching an upper-division course in introductory numerical analysis. To clarify what he was teaching, he wrote down each lecture immediately after it was given. The result reflects the wit, insight, and verbal craftmanship which are hallmarks of the author. Simple examples are used to introduce each topic, then the author quickly moves on to the discussion of important methods and techniques. With its rich mixture of graphs and code segments, the book provides insights and advice that help the reader avoid the many pitfalls in numerical computation that can easily trap an unwary beginner.
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This book gives an introduction to functional analysis for graduate students pursuing research involving numerical analysis. The text covers basic results of functional analysis as well as additional topics needed in theoretical numerical analysis.
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A much-needed guide on how to use numerical methods to solve practical engineering problems
Bridging the gap between mathematics and engineering, Numerical Analysis with Applications in Mechanics and Engineering arms readers with powerful tools for solving real-world problems in mechanics, physics, and civil and mechanical engineering.
Details | 677.169 | 1 |
We mostly looked at problems with sigma notation. At the bottom of the capital (Greek) letter Sigma, there is a variable with the starting point and at the top a finishing point if it is finite or infinity.
Then the sequence of numbers goes into an equation that are added together.
For a geometric series, there can be a finite sum or it can diverge.
Exponents can be used, and series can also alternate between positive and negative. You can describe the same series in ways that look different.
Looked a bit at combinations and permutations, including one that required a somewhat seldom used formula at least in high school math classes.
Apparently TI calculators use the CORIDC algorithm which involves rotation on a complex plane using complex numbers.
COordinate Rotation DIgital Computer
aka
Voldic's algorithm
I would think that at least some calculators use (or used) the Taylor Series for the functions.
They would be something a calculator can do fairly easily, as opposed to the sine function itself. Taylor Series use polynomials.
That is more likely something you would see as a mathematics/physics student at the undergraduate level.
You would learn about the sine function being an 'odd' function and the cosine function being an 'even' function.
Each is an alternating series that starts with a positive term.
If you use more terms, you get more accuracy, but a calculator displays a limited number of terms. So a fairly small number of terms in the Taylor Series will give you a decent approximation for many things.
Also, these Taylor Series are more accurate with smaller values of x using less terms. If you use x = 0, they're exactly right using only the first term.
We worked on some upcoming material in the class with periodic functions.
Drew an angle on the unit circle and found the tangent of that angle. You draw the angle and a right triangle then find the ratio using SOHCAHTOA.
Graphed a parabola and looked at the focus and directrix. Also talked about some of the practical purposes of the shape of the parabola. If you forget the equations for these, you can google them if you know what to call them.
Did a problem with a hyperbola. And saw how the sign in front of the variables affects the orientation of the shape.
Looked at a little physics as well. For sound and light with higher wavelengths, the wavelength is shorter. | 677.169 | 1 |
Product Description
Provide students with a college-prep math course that will give them the foundation they need to successfully move into higher levels of math. Saxon Algebra 1, 4th Edition covers all of the traditional first-year algebra topics while helping students build higher-order thinking skills, real-world application skills, reasoning, and an understanding of interconnecting math strands. Saxon Algebra 1 focuses on algebraic thinking through multiple representations, including verbal, numeric, symbolic, and graphical, while graphing calculator labs model mathematical situations.
Incremental lessons include a "Warm Up" activity; "New Concepts" section that introduces new concepts through examples with sidebar hints and notes; and "Lesson Practice" questions with lesson reference numbers underneath the question number. Online connections are given throughout for additional help. Real-world applications and continual practice & review provide the time needed to master each concept, helping students to build confidence in their mathematical abilities.
The Solutions Manual features the answers to the questions asked in the Algebra 1 Textbook. Arranged by lesson, the final answers to the warm-up exercises, lesson practices, and practice questions are provided; some step-by-step answers are also included.
The Homeschool Testing Book features reproducible cumulative tests which are available after every five lessons after lesson 10. Tests are designed to let students learn and practice concepts before being tested, helping them build confidence. Tests, a testing schedule, test answer forms, test analysis form, and test answers are included. The three optional Test Solution Answer Forms provide the appropriate workspace for students to "show their work." The answer key shows the final answer only, not the steps taken to arrive at the answer.
This 4th Edition is perfect for students who are interested in taking the Saxon Geometry course. Featuring the same incremental approach that's the hallmark of the Saxon program, the 4th Edition Algebra textbooks feature more algebra and precalculus content and fewer geometry lessons than their 3rd Edition counterparts.
I have been using Saxon books for years. This new book is fresh and modern. It is very appealing to the student. There are some basic features that Saxon kept in the book that are useful. The only recommendation I would make would be a review of the previous book's lessons in the beginning of the algebra book. The students are having a hard time recalling last year's work and some did not use the Saxon pre-algebra book.
This revised edition is much easier to use. The layout is simple and colorful and I have to say that as a homeschool mother I am very impressed with with this newer edition. They have made some impressive changes.
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Q:
Can I order the solutions manual by itself without the kit for the saxon math algebra 1 (4th edition)?
A:
No, the 4th edition Solutions Manual cannot be ordered without the textbook.
Q:
Is this Solutions Manual more like the Answer Key or the Solutions Manual from the 3rd edition Algebra 1? I got extremely frustrated when I used the 3rd edition because I had the answer key and not the solutions manual. By the time I realized there were two different answer keys, it wasn't worth buying the solutions. I don't want to make the same mistake again where I spend so much time trying to figure out where my child went wrong with an answer.
A:
The 4th edition provides a Solutions Manual with answers to the questions asked in the Algebra 1 Textbook arranged by lesson. The final answers to the warm-up exercises, lesson practices, and practice questions are also provided; where necessary, step-by-step answers are also in included.
Q:
do you offer the teacher cd-rom for the 4th edition of saxon algebra I kit? The one I'm needing is the cd-rom that has the hand writing on the white-board showing how to work out individual math problems for each lesson, etc.
A:
No, there currently is not a Teacher CD-ROM available for the 4th Edition Saxon Algebra texts. | 677.169 | 1 |
Your complete guide to acing Algebra II Do quadratic equations make you queasy? Does the mere thought of logarithms make you feel lethargic? You're not alone! Algebra can induce anxiety in the best of us, especially for the masses that have never counted math as their forte. But here's the good news: you no longer have to suffer through statistics, sequences, and series alone. Algebra II For Dummies takes the fear out of this math course and gives you easy-to-follow, friendly guidance on everything you'll encounter in the classroom and arms you with the skills and confidence you need to score high at exam time. Gone are the days that Algebra II is a subject that only the serious 'math' students need to worry about. Now, as the concepts and material covered in a typical Algebra II course are consistently popping up on standardized tests like the SAT and ACT, the demand for advanced guidance on this subject has never been more urgent. Thankfully, this new edition of Algebra II For Dummies answers the call with a friendly and accessible approach to this often-intimidating subject, offering you a closer look at exponentials, graphing inequalities, and other topics in a way you can understand. Examine exponentials like a pro Find out how to graph inequalities Go beyond your Algebra I knowledge Ace your Algebra II exams with ease Whether you're looking to increase your score on a standardized test or simply succeed in your Algebra II course, this friendly guide makes it possible.
The main reason I write this book was just to fullfil my long time dream to be able to tutor students. Most students do not bring their text books at home from school. This makes it difficult to help them. This book may help such students as this can be used as a reference in understanding Algebra and Geometry.
College Algebra and Trigonometry, Second Edition provides a comprehensive approach to the fundamental concepts and techniques of college algebra and trigonometry. The book incorporates improvements from the previous edition to provide a better learning experience. It contains chapters that are devoted to various mathematical concepts, such as the real number system, the theory of polynomial equations, trigonometricCollege Algebra, Second Edition is a comprehensive presentation of the fundamental concepts and techniques of algebra. The book incorporates some improvements from the previous edition to provide a better learning experience. It provides sufficient materials for use in the study of college algebra. It contains chapters that are devoted to various mathematical concepts, such as the real number system, the theory of polynomial equations, exponential and logarithmicWe all want to be happy, and there are plenty of people telling us how it can be achieved. The positive psychology movement, indeed, has established happiness as a scientific concept within everyone's grasp. But is happiness really something we can actively aim for, or is it simply a by-product of how we live our lives more widely? Dr. Mick Power, Professor of Clinical Psychology and Director of Clinical Programmes at the National University of Singapore, provides a critical assessment of what happiness really means, and the evidence for how it can be increased. Arguing that negative emotions are as important to overall well-being as the sunnier sides of our disposition, the book examines many of the claims of the positive psychology movement, including the relationship between happiness and physical health, and argues that resilience, adaptability in the face of adversity, psychological flexibility, and a sense of generativity and creativity are far more achievable as life goals. This is a book which will fascinate anyone interested in positive psychology, or anyone who has ever questioned the plethora of publications suggesting that blissful happiness is ten easy steps away.
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Instructor Information
Office Hours
These are the times I'm scheduled to be in my office. I often spend portions of my office hour in the classroom helping students, so if I'm not in my office, check room S137. If these times are not convenient for you, please see me to make an appointment for some other time.
Illinois Articulation Initiative (IAI)
The mathematics component of general education focuses on quantitative reasoning to provide a base for developing a quantitatively literate college graduate. Every college graduate should be able to apply simple mathematical methods to the solution of real-world problems. A quantitatively literate college graduate should be able to:
interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them;
use arithmetic, algebraic, geometric, and statistical methods to solve problems;
estimate and check answers to mathematical problems in order to determine reasonableness, identify alternatives, and select optimal results; and
recognize the limitations of mathematical and statistical models.
Courses accepted in fulfilling the general education mathematics requirement emphasize the development of the student's capability to do mathematical reasoning and problem solving in settings the college graduate may encounter in the future. General education mathematics courses should not lead simply to an appreciation of the place of mathematics in society, nor should they be merely mechanical or computational in character.
To accomplish this purpose, students should have at least one course at the lower-division level that emphasizes the foundations of quantitative literacy and, preferably, a second course that solidifies and deepens this foundation to enable the student to internalize these habits of thought.
find the equations of the conic sections in both rectangular and polar coordinate systems
Type of Instruction
Discussion, problem solving, student questions, student participation, oral presentations, and lecture. Students are expected to read the material before coming to class and are strongly encouraged to come to class with a list of questions and to ask these questions.
Method of Evaluation
Could include any of the following: problem solving exams, objective exams, essays, research papers, oral presentations, group projects, quizzes, homework.
Grading Policy
Letter grades will be assigned to final adjusted scores as follows:
A: 90-100%,
B: 80 - 89%,
C: 70-79%,
D: 60-69%,
F: below 60%
Consideration may be given to such qualities as attendance, class participation, attentiveness, attitude in class, and cooperation to produce the maximum learning situation for everyone.
The instructor will give you a grade sheet so that you can record your scores and keep track of your progress in the course. If you are concerned about your grades, see the instructor.
Assignments are due at the beginning of the class period on the date they are due. The instructor may be gracious and allow you to turn them in later that day without counting them late, but do not count on his graciousness. Late assignments lose 20% of their value per class period. The instructor reserves the right to apply this rule to missed exams as well as regular assignments. No late work will be accepted after the final.
Attendance Policy
If you miss the first day of class or any two consecutive days after that without communicating with the instructor, you may be dropped.
Regular attendance is essential for satisfactory completion of this course. Mathematics is a cumulative subject and each day builds on the previous day's material. If you have excessive absences, you cannot develop to your fullest potential in the course.
Students who, because of excessive absences, cannot complete the course successfully, are required to be administratively dropped from the class at midterm. If a student stops attending after midterm, it is the student's responsibility to withdraw to avoid an "F". Do not stop attending and assume that you will be withdrawn from the class by the instructor.
Although dropping students for non-attendance at midterm is required, students whose attendance is occasional or sporadic may be dropped from the class at any point during the semester at the instructor's discretion. The safest way to make sure you're not dropped for non-attendance is to continue to attend classes.
The student is responsible for all assignments, changes in assignments, or other verbal information given in the class, whether in attendance or not.
If a student must miss class, a call to the instructor (RCC's phone system has an answering system) should be made or an email message sent. When a test is going to be missed, the student should contact the instructor ahead of time if at all possible. Under certain circumstances, arrangements can be made to take the test before the scheduled time. If circumstances arise where arrangements cannot be made ahead of time, the instructor should be notified and a brief explanation of why given by either voice or email. This notification must occur before the next class period begins.
Homework
Attempting and completing homework is vital to your success in this course. Homework is the practice that strengthens your skills and prepares you to learn the material. The worked out solutions to the odd numbered exercises are available online at This is like having the student solutions manual for free. When you get stumped with a problem, you can go online and see how to work out the problem.
Having the solutions available fosters the temptation to use them to work the problems. This approach does not benefit the student. Instead, attempt the problem on your own first. If you get stuck with a minor algebra or trigonometry problem, then look at the online solution. If you find that your problems are more conceptual or that you keep getting stuck you need to seek additional help: read the book, look for similar examples, ask another student, go to the Student Learning Center, or ask the instructor.
As calculus students, you are some of the best and brightest mathematics students we have and you have some algebraic and trigonometric skills that most students are lacking. You should voluntarily do as much homework as you need to master the material. In this class, you will be given a list of suggested problems. If you find that you are understanding the concepts, this may be enough for you, but if you find that you still don't understand the material after working those problems, it may be necessary for you to work additional problems.
Technology
The use of technology in this course is consistent with the Technology Statement in the Illinois Mathematics & Computer Science Articulation Guide (IMACC, 2008, p. 4). Technology is used to enhance the learning of Differential Equations, but it is not the focus of the instruction. There will be instances when we will use the calculator or computer to aid in our understanding or remove some of the tediousness of the calculations (especially in the area of numerical approximations). There may be some projects, homework, or portions of a test that require you to use technology to complete.
Here are some of the technology tools that we may use.
Calculator
This class is a mathematics class and a graphing calculator is required. A scientific calculator is not sufficient. The calculator should be capable of graphing functions, finding roots, maximums, and minimums from a graph, displaying tables of values, and finding the definite integral numerically. A Texas Instruments TI-84 or TI 83 is the recommended calculator. That said, a TI-92, TI-89, or TI Nspire CAS calculator is recommended for this course if you plan on taking additional calculus or engineering courses.
Calculators may be used to do homework and may be used on exams and/or quizzes in class unless otherwise announced.
Maxima
Maxima is an open-source computer algebra system that is free for you to download and use at home. It is available from
WinPlot
WinPlot is a free graphing software package for Windows written by Rick Parris at Phillips Exeter Academy in NH. The software is useful for creating graphs and it is easy to copy/paste the graphs into other applications. You may download the software by right-clicking your mouse on the word "WinPlot" at the top of the page and choosing save.
Additional Supplies
The student should have a pencil, red pen, ruler, graph paper, stapler, and paper punch. The student is expected to bring calculators and supplies as needed to class. The calculator should be brought daily. There will be a paper punch and stapler in the classroom.
Additional Help
The student is encouraged to seek additional help when the material is not comprehended. Mathematics is a cumulative subject; therefore, getting behind is a very difficult situation for the student. There are several places where you can seek additional help in your classes.
Instructor
I try to make myself as available to the students as I can. My office hours are listed at the beginning of this syllabus, but those are just the times I'm scheduled to be in my office. Grab me and ask me questions if you see me in the hallway. Ask questions before or after class. If I'm in my office and it's not my scheduled office hours, go ahead and stop in.
The instructor should be considered the authoritative source for material related to this class. If a tutor or other student says something that disagrees with the instructor, believe the instructor.
Study Groups
Probably the best thing you can do for outside help is to form a study group with other students in your class. Work with those students and hold them accountable. You will understand things much better if you explain it to someone else and study groups will also keep you focused, involved, and current in the course.
Academic Success Center
The Academic Success Center consolidates several student services into one area. It is located in the south wing of the first floor next to the Kitty Lindsay Learning Resources Center (library).
Testing
The testing center is located in room S116. You must provide a photo identification and know the name of your instructor to use this service.
Tutoring
The tutoring center provides tutoring on a walk-in or appointment basis in room S118. They also have computers with the mathematical software loaded on it.
Quality tutors for the upper level mathematics are difficult to find. Please consider forming a study group among your classmates.
Accommodations
There are accommodations available for students who need extended time on tests, note takers, readers, adaptive computer equipment, braille, enlarged print, accessible seating, sign language interpreters, books on tape, taped classroom lectures, writers, or tutoring. If you need one of these services, then you should see Learning Accommodation Services in room C148. If you request an accommodation, you will be required to provide documentation that you need that accommodation.
Academic Dishonesty
Each student is expected to be honest in his/her class work or in the submission of information to the College. Richland regards dishonesty in classroom and laboratories, on assignments and examinations, and the submission of false and misleading information to the College as a serious offense.
A student who cheats, plagiarizes, or furnishes false, misleading information to the College is subject to disciplinary action up to and including failure of a class or suspension/expulsion from the College.
Non-Discrimination Policy
Richland Community College policy prohibits discrimination on the basis of race, color, religion, sex, marital or parental status, national origin or ancestry, age, mental or physical disability (except where it is a bonafide occupational qualification), sexual orientation, military status, status as a disabled or Vietnam-era veteran.
Electronic Communication Devices
The Mathematics and Sciences Division prohibits the use of cell phones, pagers, and other non-learning electronic communication equipment within the classroom. All equipment must be turned off to avoid disturbances to the learning environment. If a student uses these devices during an examination, quiz, or any graded activity, the instructor reserves the right to issue no credit for these assignments. The instructor needs to approve any exceptions to this policy. | 677.169 | 1 |
Teaching Assistants
Plan for the Lessons
The lessons are intended to handle questions by the students concerning the assigned problems. Below
you will find suggestions for appropriate problems to work with. More than half of the lessons
will take place in front of a computer and these computer classes are marked with a
C. The problems handled during these classes are meant to be solved using a computer. The
files that are necessary for the classes are available as soon as the course has been activated
using the course tool. If you want to solve the problems at home, the information is also available
here.
The table below refers to the 2010 English version of the exercise book. References to the old
Swedish version are available further down on this page. | 677.169 | 1 |
study the three main types of partial
differential equations: parabolic (diffusion equation), elliptic
(Laplace equation), and hyperbolic (wave equation), and the techniques
of solving these for various initial and boundary value problems on
bounded and unbounded domains, using eigenfunction expansions
(separation of variables, and elementary Fourier series), integral
transform methods (Fourier and Laplace transforms). Applications and
examples, such as the solution technique for Black-Scholes option
pricing, will be discussed throughout the course. | 677.169 | 1 |
Algebra and Trigonometry: A Graphing Approach
Browse related Subjects ...
Read More throughout the text, the Prerequisite Skills Review directs students to previous sections in the text to review concepts and skills needed to master the material at hand. In addition, prerequisite skills review exercises in Eduspace (see below for description) are referenced in every exercise set. The Larson team achieves accessibility through careful writing and design, including examples with detailed solutions that begin and end on the same page, which maximizes the readability of the text. Similarly, side-by-side solutions show algebraic, graphical, and numerical representations of the mathematics and support a variety of learning styles.
Read Less
Fair. 061885195X HARDCOVER. Entire book and front/ back cover have up to 2 inches of discoloration along edges of page, and/ or up to a half page of rippling due to liquid exposure. All pages are still usable and readable 061885195X WE HAVE NUMEROUS COPIES. H | 677.169 | 1 |
Mathematical Vocabulary
Page under construction.
The lists below are designed to help students improve their mathematical literacy. Through using the lists, the dictionaries below and a translation program if needed students can improve their understanding of the math specific terminology. This should help students better understand the language in class and the broader applications of mathematics. The lists are broken down by unit to help students and are quite thorough, some students may already know all the words from previous years. | 677.169 | 1 |
Heinemann Mathematics series is a new resource, intended to make maths interesting and relevant for pupils. This is the Core Textbook for Year 7 of the course, featuring a carefully structured sequence of work in each mathematical topic and opportunities for problem solving throughout. | 677.169 | 1 |
Tuesday, September 6, 2016
Today I want to share our first Algebra 1 notes of the year. I'm structuring my course a bit differently this year. This year, my goal is to give my students more meaningful problems to solve. I want to contextualize every problem possible. In the past, I've given my students lots of equations to solve that were just numbers and variables without meaning. I've given my students written expressions to translate into algebraic expressions without giving them a reason for why we needed to translate them. This year, my goal is to set up my course so that students start to see how everything we are doing ties together.
My first goal of the year was to get students translating expressions, differentiating between expressions, equations, and inequalities, and identifying their parts.
To kick off the lesson, we took notes on the definitions of expressions, equations, and inequalities. Then, I had each class make their own examples of each. I found that almost all of my classes wanted to create expressions, equations, and inequalities that were all numbers and no variables. At first, this frustrated me. Then, I began to realize that this was a great form of formative assessment. It showed me exactly what my students were comfortable with.
On the inside of the foldable, there are three sections: expressions, equations, and inequalities.
I also gave students 12 boxes. Each box had an expression, an equation, or an inequality written in word form.
The first thing we did was decide whether each box was an expression, equation, or inequality. Once they were all glued into our foldable, we went through each one and highlighted the key terms. We used these key terms to translate them into algebra.
To help my students keep track of all of the key words and what they (usually) mean, I gave my students a key word chart to glue in their interactive notebooks.
Since we'll be using this chart ALL year long, I wanted to glue this chart into our notebook in such a way that we can reference it easily.
To achieve this, I had my students tri-fold the chart. When we're not using the chart, it lays in tri-folded form on a left-hand page in our notebooks.
When we need to reference it, it folds out of our notebooks. As you can see, the blank section is glued into our notebooks.
The awesome thing about this is later in the year, we'll still be able to see the chart no matter what page we're on in our notebook.
Here's our chart when not in use.
Note the "turn around" words at the bottom. These are the phrases that tell students to switch the order from how it is written between word form and algebra form. I've used this strategy for several years, but this is the first time I've ever given my students the "turn around" phrase in print with students. Now, my students are continually reminding each other, "Hey, don't forget it's a turn around word!" which is just music to a math teacher's ears!
To go over the parts of an expression, we made a "poof book" that covers terms, coefficients, and constants. Here's the cover of the book:
Not sure how this book was assembled? I did a post on a book for a different topic with the same template/approach here.
Notes over terms:
Notes over coefficients:
Notes over constants:
After discussing each vocab word, I gave my students more written phrases to translate into algebra. After translating, students had to underline each term, highlight each coefficient, and circle each constant.
Thank you so much for sharing these resources. I was looking for some Algebra revision activities for my Yer 7 students who are coming back from break and I think I can work with your resources. Thank you so much for the inspiration!
Hi Sarah -- I've been using your templates and had a student tell me twice so far, "I love the way we do our notebooks in this class!" My students all have dyslexia, and your easy-to-follow INB pages and cutting/highlighting/circling activities work wonderfully for them.
I love to use Interactive Journals with my resource students. They have learned so much more with the use of these journals and I am always on the look out for great foldables and journal notes. Yours are always so clear cut and concise. They aren't overwhelming for my students with ADHD, and they require less writing than some for my students with fine motor skills issues. Thank you so much for sharing your ideas and resources.
Thank you! I teach Algebra 1, and these concepts are so important for students to understand before we begin working in the textbook --- I am so grateful for your generosity in sharing these awesome ideas and resources | 677.169 | 1 |
The student will be learning about equations and inequalities. Initially, he or she will be evaluating algebraic expressions that contain up to two variables. When given the values of the variables, simply "substitute" those values for the intended variable and then simplify the expression. This skill will help the student check his or her answers when solving equations. Another skill the student will be reviewing is writing algebraic expressions in place of word phrases. Examples of the four basic operations and some key phrases that may help the student write these algebraic expressions are listed below.
Information that can be found on the website: book pages exactly like the text, workbook pages ("Practice B"), practice quizzes for bonus points, brief tutorial videos over each lesson, plus much more!
(Each student will receive a hard copy textbook as well as an online access code. Access code will be given out soon after school starts.) The following are steps for the online textbook: | 677.169 | 1 |
This ebook is available for the following devices:
About the author
Mark Zegarelli is a math tutor and author of several books, including Basic Math & Pre-Algebra For Dummies and Logic For Dummies.
more
The fun and easy way® to understand the basic concepts and problems of pre-algebra
Whether you're a student preparing to take algebra or a parent who needs a handy reference to help kids study, this easy-to-understand guide has the tools you need to get in gear. From exponents, square roots, and absolute value to fractions, decimals, and percents, you'll build the skills needed to tackle more advanced topics, such as order of operations, variables, and algebraic equations. | 677.169 | 1 |
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