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This calculator features a side window that pops out with additional tools such as trigonometry functions. It also supports stats, combinatorics and albebric functions. It includes multiple memories and simultaneous base conversion in base 2,8,10 and 16. |
Portland State University
The purpose of this survey is to explore attitudes students have towards
math and its relevance outside of the classroom.
Remember that this is an anonymous survey and that you are under no obligation
to answer these questions.
Please answer the questions to the best of your ability and knowledge.
Please give only one answer to each question.
In addition to your opinion about your program, we would like your feedback
about the wording of the items or the format of the survey. Please write any
comments you have about the questions next to the question or on the back of
the survey.
Quantitative Literacy: Mathematical skills that students use in
the context of communicating ideas, either receiving information, providing
information or making and communicating conclusions from data.Quantitative literacy is important to my major.
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I understand what quantitative literacy means.
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QL is important in my daily activities.
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I find myself applying QL in courses outside of my major.
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Having QL skills is important for my career.
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I have a good attitude towards math.
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Section B: Confidence with Mathematics:
Please indicate the extent to which you agree or disagree with each of
the following statements by checking the box corresponding to your answer.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
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I am comfortable taking math classes.
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Math scares me.
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I can use math as a communication tool.
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I recognize that math skills are important outside of "math classes."
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I routinely use mental estimates to interpret information.
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I enjoy math.
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I often take courses that contain a lot of Math.
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I am comfortable with quantitative ideas.
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I am at ease in applying quantitative methods.
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I have good intuition about the meaning of numbers.
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I am confident about my estimating skills.
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Section C: Cultural AppreciationMath is important.
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Math plays an important role in science.
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Math plays an important role in technology.
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Math helps me to make sense of current events.
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I am aware of the origins of mathematics.
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Section D: Logical Thinking and ReasoningI am comfortable reading graphs.
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I am comfortable reading maps.
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I often use math to evaluate statistical information.
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I use math to evaluate the validity of poll results (e.g., political
polls). |
The present notes are written for the course in water wave mechanics given on the 7th semester of the education in civil engineering at Aalborg University. The prerequisites for the course are the course in fluid dynamics also given on the 7th semester and some basic mathematical and physical knowledge. The course is at the same time an introduction to the course in coastal hydraulics on the 8th semester. The notes cover the following five lectures: |
Further Mathematics
The Sixth Form
A level
Further Mathematics is taken by those who have shown themselves to be amongst the most able fifteen or twenty Mathematicians from the Fifth Form. Nearly all of these boys will ultimately be aiming for places at Oxford or Cambridge. More ground is covered than is dictated by the demands of the GCE exam as the aim is to stimulate interest and expertise in the subject beyond the confines of the syllabus.
A boy opting for Further Maths will cover modules in Pure Maths, Mechanics, Statistics and Decision Maths – ending up with two or three A Levels labelled Maths, Further Maths and Additional Further Maths. Those opting for this course will need to select the subject in both block 3 and block 4, although only around 15 of the 18 periods available will be timetabled.
Requirements
The requirements are simple - interest, ability and a willingness to work hard.
After A level
The Mathematical demands of nearly all of the scientific courses at Oxford and Cambridge are such that any boy with realistic aspirations along such lines (with the possible exception of Medicine) would be unwise not to tackle this course. However Further Mathematics can lead to a variety of University options - recent candidates having been successful with Oxbridge applications in PPE, PPP, Experimental Psychology, Oriental Studies, Law, Economics and Architecture, as well as the more predictable Engineering, Metallurgy, Chemistry, Physics and Natural Sciences. |
Description: An introduction to the techniques used by mathematicians to solve problems. Skills such as Externalization (pictures and charts), Visualization (associated mental images), Simplification, Trial and Error, and Lateral Thinking learned through the study of mathematical problems. Problems drawn from combinatorics, probability, optimization, cryptology, graph theory, and fractals. Students will be encouraged to work cooperatively and to think independently. Prerequisites: Recommended preparation: MATH 1010(101) or the equivalent. Not eligible for course credit by examination. Not open for credit to students who have passed any mathematics course other than MATH 1010(101), 1011(104), 1030(103), 1070(105), 1040(107), 1050(108) or 1060(109). Offered: Fall Intersession Spring Suummer Credits: 3
These are the most recent data in the math department database for Math 102Q in Storrs Campus.
There could be more recent data on our class schedules page, where you can also check for sections at other campuses. |
The purpose of this course is to allow students who are already using ALEKS as part of one of their math courses at DHS an extra opportunity to progress.
Excerpts from .com
Assessment and LEarning in Knowledge Spaces is a Web-based, artificially intelligent assessment and learning system. ALEKS uses adaptive questioning to quickly and accurately determine exactly what a student knows and doesn't know in a course. ALEKS then instructs the student on the topics she is most ready to learn. As a student works through a course, ALEKS periodically reassesses the student to ensure that topics learned are also retained. ALEKS courses are very complete in their topic coverage and ALEKS avoids multiple-choice questions. A student who shows a high level of mastery of an ALEKS course will be successful in the actual course she is taking. … ALEKS also provides the advantages of one-on-one instruction, 24/7, from virtually any Web-based computer for a fraction of the cost of a human tutor.
Educational Objectives (College / Career Readiness Focus):
1.Students will increase mastery of mathematics skills and concepts using the ALEKS online program. |
Book Description: Mathematics education in schools has seen a revolution in recent years. Students everywhere expect the subject to be well-motivated, relevant and practical. When such students reach higher education, the traditional development of analysis, often divorced from the calculus they learned at school, seems highly inappropriate. Shouldn't every step in a first course in analysis arise naturally from the student's experience of functions and calculus in school? And shouldn't such a course take every opportunity to endorse and extend the student's basic knowledge of functions? In Yet Another Introduction to Analysis, the author steers a simple and well-motivated path through the central ideas of real analysis. Each concept is introduced only after its need has become clear and after it has already been used informally. Wherever appropriate, new ideas are related to common topics in math curricula and are used to extend the reader's understanding of those topics. In this book the readers are led carefully through every step in such a way that they will soon be predicting the next step for themselves. In this way students will not only understand analysis, but also enjoy it.
Buyback (Sell directly to one of these merchants and get cash immediately)
Currently there are no buyers interested in purchasing this book. While the book has no cash or trade value, you may consider donating it |
Introduction to computational methods in applied mathematics and physics: Students develop solutions in a small number of subject areas to acquire a first taste in the practical use of computers in solving mathematics and physics problems.
APAM1601 does not require prior programming experience (but prior computer experience and talent are helpful.) Topics change from year-to-year, and only a limited number of topics (typically four per term) are selected for discussion and investigation. Topics range from classical and modern physics and applied mathematics, but the course is not meant to cover these areas broadly. Instead, each topic will be self-contained and limited in scope. We try to make topics interesting and absorbing, and they will amplify and expand on a student's knowledge acquired during your first year of physics and mathematics course work.
The goal of this course is to provide some depth in select topics instead of providing a general (but shallow) overview of an entire subject area.
Examples include elementary interpolation of functions, solution of nonlinear algebraic equations, curve-fitting and hypothesis testing, wave propagation, fluid motion, gravitational and celestial mechanics, chaotic dynamics. (APAM1601 is usually taught by a team of two professors, an applied physicist and an applied mathematician.) |
Welcome To 17Calculus --- Your Complete College Calculus Learning Site
This site is dedicated to college calculus and only college calculus. We don't cover trig, algebra, statistics or any other math topics. This allows you to focus only on calculus while you are here. You don't have to filter through lots of other topics to eventually find a small corner of information that may not even help you. You will find more than 140 pages with over 1300 videos, more than 1200 practice problems and complete exams with worked out solutions, all free.
This entire site is dedicated to helping you learn, understand and use calculus.
While you are here, enjoy this . . . calculus can be fun, if you let it.
If you are new here, you may want to go to the About Page for a short explanation about how to get the most out of this site.
So Many Videos . . . So Little Time [...]
Infinite Series and Limits Practice Problems [...]
Practice, Practice, Practice Here [...]
This site has several course tracks available to help you learn calculus or refresh your calculus skills.
Note: This site is intended for the college level calculus student.
Calculus Refresher
Are you looking for a place to refresh your calculus skills? This is a great place to start. Click here for instructions on how to use this site to refresh your skills and get the most out of the material found here.
Self-Learner
If you are trying to learn calculus on your own, you will find a track to help you. This complete course has instructions and links to help you learn on your own. This is also great if you are struggling in your current coursework or if you want to get a head start for a future calculus course. Click here for instructions on how to get the most out of this site.
Home Schooler
Similar to self-learning, this track has additional help for home schooling. Click here for instructions on how to use this site as a home school student or parent.
Current Calculus Student
This site is not meant to replace your current calculus course. But feel free to use this as a reference site by clicking on the topic you are learning on the menu. If you are really struggling in your traditional course, you may want to check out the self-learning section.
Calculus Motivation
Are you struggling with calculus and feel like giving up? Are you wondering if maybe you are just not cut out for it? Check out this Motivation Page to get some perspective and encouragement. |
MAT203 Linear Algebra
Required Text
Lang, Introduction to Linear Algebra, second edition, Springer, 1986.Graphing calculators may not be used in this course. A scientific calculator (TI-30X or equivalent) may be used but is not required.
Electronic Devices
Any electronic communication device such as a cell phone or lap-top computer may not be used as a watch, a calculator, or for any other purpose. They must be put away and completely deactivated during class.
Grading
There will be four quizzes, two exams (March 1 and April 19), and a cumulative final exam. The homework journal will be collected for grading near the end of the semester. Your final grade will be based on 400 points:
4 Quizzes and Homeworkups for quizzes or exams missed due to serious illness or other emergency is possible only with prior or immediate notice and will be granted at my discretion.
Learning Objectives
Students should understand the properties of matrices and their connection with systems of linear equations. They should be able to use matrices to solve a variety of problems.
Students should know the definitions and properties of vector spaces and linear mappings. Students should should be able to apply these in various situations.
Students should know the definitions and properties of determinants. They should be able to use determinants to solve a variety of problems |
Book Description: Linear Ordinary Differential Equations, a text for advanced undergraduate or beginning graduate students, presents a thorough development of the main topics in linear differential equations. A rich collection of applications, examples, and exercises illustrates each topic. The authors reinforce students' understanding of calculus, linear algebra, and analysis while introducing the many applications of differential equations in science and engineering. Three recurrent themes run through the book. The methods of linear algebra are applied directly to the analysis of systems with constant or periodic coefficients and serve as a guide in the study of eigenvalues and eigenfunction expansions. The use of power series, beginning with the matrix exponential function leads to the special functions solving classical equations. Techniques from real analysis illuminate the development of series solutions, existence theorems for initial value problems, the asymptotic behavior solutions, and the convergence of eigenfunction expansions. |
Math Success: What You Need to Know to Do Well
Saturday, September 15, 1:00 pm - MAIN 259
Students will learn effective note taking and study methods, the ins and outs of how to read a math textbook, 10 steps to doing online math homework and explore the different techniques for solving homework problems and reducing anxiety |
Mathematics
At Stuartholme, all students will follow a common course in Years 8 and 9. Our general policy in mathematics in years 8 and 9 is one of delayed specialisation as we feel that it maximises the opportunity for all students to master basic mathematical content. To cater for individual needs, teachers will supply extension material for students who work through the core material quickly.
Year 10 students are placed into either Mathematics B Foundation Studies [Advanced Mathematics] or Mathematics A Foundation Studies [Intermediate Mathematics] based primarily on performance in Semester 2 of year 9. Mathematics is compulsory for all year 10 students and sets the groundwork for Year 11, which emphasises the importance of allocation students into these diverse year 10 mathematic subjects. |
Product Details
Visual Group Theory by Nathan Carter
Group theory is the branch of mathematics that studies symmetry, found in crystals, art, architecture, music, and many other contexts. Visual Group Theory assumes only a high school mathematics background and covers a typical undergraduate course in group theory from a thoroughly visual perspective. The more than 300 illustrations in Visual Group Theorybring groups, subgroups, homomorphisms, products, and quotients into clear view. Every topic and theorem is accompanied with a visual demonstration of its meaning and import, from the basics of groups and subgroups through advanced structural concepts such as semidirect products and Sylow theory. Although the book stands on its own, the free software Group Explorer makes an excellent companion. It enables the reader to interact visually with groups, including asking questions, creating subgroups, defining homomorphisms, and saving visualizations for use in other media. It is open source software available for Windows, Macintosh, and Unix systems from |
Math Equations Fonts
There are many things that require mathematical modeling: from exchange rates prediction to engineering and financial planning. Infinity is an innovative non-linear math application that allows you use complex math expressions within equations to describe the problem which requires solution. Once the model is described using common math language you can see the results immediately. Download FREE trial version today to get the taste of real math!.
The equation parser-calculator for COMPLEX number math expressions with parse-tree builder and user-friendly interface for parsing and calculation a run-time defined math complex expression.
The math expressions is represented as string.
Its a fast equation evaluator with parse-tree builder and user-friendly interface for parsing and calculation a run-time defined math expression.
The math expressions is represented as string in a function style
F(x1, x2,.
Text editor with the additional capabilities of math notation and hypertext, aimed at the high school / college environment. Generates HTML, so that math notation can be displayed by popular browsers. Math notation is based on special fonts, thereby allowing browsers to render math at the speed of text. |
Approximating Perfection
A Mathematician's Journey into the World of Mechanics a book for those who enjoy thinking about how and why Nature can be described using mathematical tools. "Approximating Perfection" considers the background behind mechanics as well as the mathematical ideas that play key roles in mechanical applications.
Concentrating on the models of applied mechanics, the book engages the reader in the types of nuts-and-bolts considerations that are normally avoided in formal engineering courses: how and why models remain imperfect, and the factors that motivated their development. The opening chapter reviews and reconsiders the basics of calculus from a fully applied point of view; subsequent chapters explore selected topics from solid mechanics, hydrodynamics, and the natural sciences.
Emphasis is placed on the logic that underlies modeling in mechanics and the many surprising parallels that exist between seemingly diverse areas. The mathematical demands on the reader are kept to a minimum, so the book will appeal to a wide technical audience. |
real... read more
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Concepts of Mathematical Modeling by Walter J. Meyer This text features examinations of classic models and a variety of applications. Each section is preceded by an abstract and statement of prerequisites. Includes exercises. 1984 edition.
Multiobjective Programming and Planning by Jared L. Cohon This text takes a broad view of multiobjective programming, emphasizing the methods most useful for continuous problems. It reviews methods in the context of public decision-making problems. 1978 edition.
Methods of Operations Research by Philip M. Morse, George E. Kimball, Dr. Saul I. Gass Operations research originated during World War II with the military's need for a scientific method of providing executives with a quantitative decision-making basis. This text explores strategical kinematics, tactical analysis, gunnery and bombardment problems, more.
Product Description:
reality-based examples. 1978 edition. Includes 27 black-and-white |
Trigonometry (SCP) 493
25.1.1.3.2
-- Students will explore and describe patterns and sequences using tables, graphs and charts.
25.1.1.9.5
-- Students will describe and compare properties and classes of functions including exponential, polynomial, rational, logarithmic and trigonometric.
25.1.2.9.2
-- Students will identify an appropriate symbolic representation for a function or relation displayed graphically or verbally2.1.9.7
-- Students will judge the effects of computations with powers and roots on the magnitude of results.
25.2.2.9.7
-- Students will perform operations with complex numbers, matrices, determinants, and logarithms.
25.2.2.1.9
-- Students will identify reasonable answers to problems that reflect real world experiences.
25.2.1.9.2
-- Students will select and use an appropriate form of number (integer, fraction, decimal, ratio, percent, exponential, scientific notation, irrational) to solve practical problems involving order, magnitude, measures, labels, locations and scales.
25.2.1.9.3
-- Students will use technological tools such as spreadsheets, probes, computer algebra systems and graphing utilities to organize and analyze large amounts of numerical information.
25.3 MATHEMATICS - GEOM & MEASUREMT
25.3.3.9.2
-- Students will use indirect methods including the Pythagorean Theorem, trigonometric ratios and proportions in similar figures to solve a variety of measurement problems.
25.3.3.9.6
-- Students will use properties of similarity and techniques of trigonometry to make indirect measurements of lengths and angles to solve a variety of problems.
25.3.3.8.1
-- Students will use the Pythagorean theorem to solve indirect measurement problems.
1. Where and how is trigonometry used in the real world?
2. How can students learn the behavior of and operations on families of functions.
3. How can students demonstrate increased skill in problem solving with applications using these functions?
4. How can students make the connection between radians and degrees, three basic trigonometric graphs and their cofunctions and inverse functions?
Identify angle rotations (from standard position)
Use geometry concepts and similar triangles to determine angle and side relationships
Use Pythagorean Theorem to define the six trigonometric functions
Find functional values using reciprocal, Pythagorean, or quotient identities
Identify signs and ranges of six trigonometric functions
Find functional values of six trigonometric functions for acute and non-acute angles (including special angles) with and without a calculator
Solve applied right angle trigonometry problems using significant digits including angles of elevation or depression and bearing
Convert angle values between degrees and radians as appropriate
Use radian measure to find arc length of a circle including using latitudes to find distance between two cities and area of a sector of a circle
Define trigonometric functions using circular functions
Find values of circular functions with and without exact values
Differentiate between linear and angular speed to solve application problems
Sketch the graphs of sine, cosine, tangent, and other periodic/ circular functions using transformations (shifts and reflections)
Identify and sketch the trigonometric functions with various amplitudes, periods, and translations
Determine a trigonometric model using curve fitting
Using simple harmonic motion identify the amplitude, the period, and the frequency of the motion of a spring
Using fundamental identities find trigonometric functional values given one value and the quadrant
Simplifying and verifying trigonometric identities
Simplifying, identifying, and using sum and difference, double angle, and half angle and cofunction formulas to find exact values
Identify and evaluate inverse trigonometric functions (arc) with and without a calculator
Solve trigonometric equations by linear methods, by factoring, by the quadratic formula
Solve trigonometric equations with half angles or multiple angles
Solving oblique triangles using law of sines or law of cosines with applications
Find the area of a triangle with specific information given
Analyzing data to determine the number of possible triangles with the ambiguous case
Sketching, and operations with vectors,
Finding magnitude and direction of resultant with vectors, and resolving vectors into horizontal and vertical components
Solve equations using complex numbers
Operations with complex numbers
Graph complex numbers and converting between rectangular, trigonometric, and polar forms
Use DeMoivre's Theorem to find powers of complex numbers
Find roots of complex numbers
Graph an exponential function with a base greater than 1 and an exponential equation with a base between zero and one
Solve equations using properties of exponents
Solve equations using the compound interest formula
Graph a logarithmic function using base 10
Solve a logarithmic equation by converting to exponential form
Simplifying logarithmic expressions using properties of logarithms
Solve applications of logarithms using pH or dec
use a graphing calculator extensively
Students will be assessed by:
1. Daily homework assignments, which will account for 15% of their final grade.
2. Quizzes, approximately one every week
3. Unit tests, comprised of 85-90% computation, 10-15% application
4. Final exam that is comprehensive and will account for 20% of final grade |
Pre-Calculus for Dummies
9780470169841
ISBN:
0470169842
Pub Date: 2008 Publisher: Wiley, John & Sons, Incorporated
Summary: Brush up on algebra and trig concepts and get a glimpse of calculusUnderstand the principles and problems of pre-calculusGetting... not just the number crunching - and see how to perform all tasks, from graphing to tackling proofs.Apply the major theorems and formulasGraph trig functions like a proFind trig values on the unit circleTackle analytic geometryIdentify function limits and continuity[read more]
Ships From:Jackosnville, FLShipping:StandardComments:Book is in acceptable condition; cover shows signs of wear. Pages are unmarked by pen or highligh... [more]Book is in acceptable condition; cover shows signs of wear. Pages are unmarked by pen or highlighter. Upper right hand corner show signs of wear due to a previous sticker. [less]
Ships From:Minneapolis, MNShipping:StandardComments: Book is unread, as issued from the publisher. We are the Twin Cities' largest independent book s... [more] Book is unread, as issued from the publisher. We are the Twin Cities' largest independent book store. [less] |
AIEEE 2012 Syllabus (all subjects including Architecture)
July 02, 2011
As we count the number of days for AIEEE-2012 (expected to be held on 22nd April 2012 as per this blog post of mine) and prepare for the same, each AIEEE aspirants would like to know what is the syllabus for AIEEE-2012. Well let me tell you that syllabus of each AIEEE exam is published along with the notification which comes out in 2nd week of November. So your exact syllabus for AIEEE-2012 can be known only than. But than, since it would be too late, you can begin your preparation based on the syllabus of AIEEE-2011.
The same is also reproduced below to take care of server unavailability. To have an in-depth understanding about AIEEE, I also recommend you to go through following blog post of mine:
Sets and their representation; Union, intersection and complement of sets and their algebraic properties; Power set; Relation, Types of relations, equivalence relations, functions;. one-one, into and onto functions, composition of functions.
UNIT 2 :COMPLEX NUMBERS AND QUADRATIC EQUATIONS:
Complex numbers as ordered pairs of reals, Representation of complex numbers in the form a+ib and their representation in a plane, Argand diagram, algebra of complex numbers, modulus and argument (or amplitude) of a complex number, square root of a complex number, triangle inequality, Quadratic equations in real and complex number system and their solutions. Relation between roots and co-efficients, nature of roots, formation of quadratic equations with given roots.
UNIT 3 :MATRICES AND DETERMINANTS:
Matrices, algebra of matrices, types of matrices, determinants and matrices of order two and three. Properties of determinants, evaluation of determinants, area of triangles using determinants. Adjoint and evaluation of inverse of a square matrix using determinants and elementary transformations, Test of consistency and solution of simultaneous linear equations in two or three variables using determinants and matrices.
UNIT 4 :PERMUTATIONS AND COMBINATIONS:
Fundamental principle of counting, permutation as an arrangement and combination as selection, Meaning of P (n,r) and C (n,r), simple applications.
UNIT 5 :MATHEMATICAL INDUCTION:
Principle of Mathematical Induction and its simple applications.
UNIT 6 :BINOMIAL THEOREM AND ITS SIMPLE APPLICATIONS:
Binomial theorem for a positive integral index, general term and middle term, properties of Binomial coefficients and simple applications.
Integral as an anti - derivative. Fundamental integrals involving algebraic, trigonometric, exponential and logarithmic functions. Integration by substitution, by parts and by partial fractions. Integration using trigonometric identities. Evaluation of simple integrals of the type
Integral as limit of a sum. Fundamental Theorem of Calculus. Properties of definite integrals. Evaluation of definite integrals, determining areas of the regions bounded by simple curves in standard form.
UNIT 10 : DIFFERENTIAL EQUATIONS:
Ordinary differential equations, their order and degree. Formation of differential equations. Solution of differential equations by the method of separation of variables, solution of homogeneous and linear differential equations of the type:
UNIT 11: CO-ORDINATE GEOMETRY:
Cartesian system of rectangular co-ordinates 10 in a plane, distance formula, section formula, locus and its equation, translation of axes, slope of a line, parallel and perpendicular lines, intercepts of a line on the coordinate axes.
Straight lines
Various forms of equations of a line, intersection of lines, angles between two lines, conditions for concurrence of three lines, distance of a point from a line, equations of internal and external bisectors of angles between two lines, coordinates of centroid, orthocentre and circumcentre of a triangle, equation of family of lines passing through the point of intersection of two lines.
Circles, conic sections
Standard form of equation of a circle, general form of the equation of a circle, its radius and centre, equation of a circle when the end points of a diameter are given, points of intersection of a line and a circle with the centre at the origin and condition for a line to be tangent to a circle, equation of the tangent. Sections of cones, equations of conic sections (parabola, ellipse and hyperbola) in standard forms, condition for y = mx + c to be a tangent and point (s) of tangency.
UNIT 12: THREE DIMENSIONAL GEOMETRY:
Coordinates of a point in space, distance between two points, section formula, direction ratios and direction cosines, angle between two intersecting lines. Skew lines, the shortest distance between them and its equation. Equations of a line and a plane in different forms, intersection of a line and a plane, coplanar lines.
UNIT 13: VECTOR ALGEBRA:
Vectors and scalars, addition of vectors, components of a vector in two dimensions and three dimensional space, scalar and vector products, scalar and vector triple product.
UNIT 14: STATISTICS AND PROBABILITY:
Measures of Dispersion: Calculation of mean, median, mode of grouped and ungrouped data. Calculation of standard deviation, variance and mean deviation for grouped and ungrouped data.
Frame of reference. Motion in a straight line: Position time graph, speed and velocity. Uniform and nonuniform motion, average speed and instantaneous velocity Uniformly accelerated motion, velocity-time,
Force and Inertia, Newton's First Law of motion; Momentum, Newton's Second Law of motion; Impulse; Newton's Third Law of motion. Law of conservation of linear momentum and its applications, Equilibrium of concurrent forces. Static and Kinetic friction, laws of friction, rolling friction. Dynamics of uniform circular motion: Centripetal force and its applications.
UNIT 4: WORK, ENERGY AND POWER
Work done by a constant force and a variable force; kinetic and potential energies, workenergy theorem, power. Potential energy of a spring, conservation of mechanical energy, conservative and nonconservative forces; Elastic and inelastic collisions in one and two dimensions.
UNIT 5: ROTATIONAL MOTION
Centre of mass of a two-particle system, Centre of mass of a rigid body; Basic concepts of rotational motion; moment of a force, torque, angular momentum, conservation of angular momentum and its applications; moment of inertia, radius of gyration. Values of moments of inertia for simple geometrical objects, parallel and perpendicular axes theorems and their applications. Rigid body rotation, equations of rotational motion.
UNIT 6: GRAVITATION
The universal law of gravitation. Acceleration due to gravity and its variation with altitude and depth. Kepler's laws of planetary motion. Gravitational potential energy; gravitational potential. Escape velocity. Orbital velocity of a satellite. Geo-stationary satellites.
Thermal equilibrium, zeroth law of thermodynamics, concept of temperature. Heat, work and internal energy. First law of thermodynamics. Second law of thermodynamics: reversible and irreversible processes. Carnot engine and its efficiency.
UNIT 9: KINETIC THEORY OF GASES
Equation of state of a perfect gas, work done on compressing a gas. Kinetic theory of gases -assumptions, concept of pressure. Kinetic energy and temperature: rms speed of gas molecules; Degrees of freedom, Law of equipartition of energy, applications to specific heat capacities of gases; Mean free path, Avogadro's number.
Electric charges: Conservation of charge, Coulomb's law-forces between two point charges, forces between multiple charges; superposition principle and continuous charge distribution. Electric field: Electric field due to a point charge, Electric field lines, Electric dipole, Electric field due to a dipole, Torque on a dipole in a uniform electric field. Electric flux, Gauss's law and its applications to find field due to infinitely long uniformly charged straight wire, uniformly charged infinite plane sheet and uniformly charged thin spherical shell. Electric potential and its calculation for a point charge, electric dipole and system of charges; Equipotential surfaces, Electrical potential energy of a system of two point charges in an electrostatic field. Conductors and insulators, Dielectrics and electric polarization, capacitor, combination of capacitors in series and in parallel, capacitance of a parallel plate capacitor with and without dielectric medium between the plates, Energy stored in a capacitor.
UNIT 12 : CURRRENT ELECTRICITY
Electric current, Drift velocity, Ohm's law, Electrical resistance, Resistances of different materials, V-I characteristics of Ohmic and nonohmic conductors, Electrical energy and power, Electrical resistivity, Colour code for resistors; Series and parallel combinations of resistors; Temperature dependence of resistance. Electric Cell and its Internal resistance, potential difference and emf of a cell, combination of cells in series and in parallel. Kirchhoff's laws and their applications. Wheatstone bridge, Metre bridge. Potentiometer - principle and its applications.
UNIT 13: MAGNETIC EFFECTS OF CURRENT AND MAGNETISM
Biot - Savart law and its application to current carrying circular loop. Ampere's law and its applications to infinitely long current carrying straight wire and solenoid. Force on a moving charge in uniform magnetic and electric fields. Cyclotron. Force on a current-carrying conductor in a uniform magnetic field. Force between two parallel currentcarrying conductors-definition of ampere. Torque experienced by a current loop in uniform magnetic field; Moving coil galvanometer, its current sensitivity and conversion to ammeter and voltmeter. Current loop as a magnetic dipole and its magnetic dipole moment. Bar magnet as an equivalent solenoid, magnetic field lines; Earth's magnetic field and magnetic elements. Para-, dia- and ferro- magnetic substances. Magnetic susceptibility and permeability, Hysteresis, Electromagnets and permanent magnets.
Reflection and refraction of light at plane and spherical surfaces, mirror formula, Total internal reflection and its applications, Deviation and Dispersion of light by a prism, Lens Formula, Magnification, Power of a Lens, Combination of thin lenses in contact, Microscope and Astronomical Telescope (reflecting and refracting) and their magnifying powers.Wave optics: wavefront and Huygens' principle, Laws of reflection and refraction using Huygen's principle. Interference, Young's double slit experiment and expression for fringe width, coherent sources and sustained interference of light. Diffraction due to a single slit, width of central maximum. Resolving power of microscopes and astronomical telescopes, Polarisation, plane polarized light; Brewster's law, uses of plane polarized light and Polaroids.
Electronic concepts of oxidation and reduction, redox reactions, oxidation number, rules for assigning oxidation number, balancing of redox reactions. Electrolytic and metallic conduction, conductance in electrolytic solutions, specific and molar conductivities and their variation with concentration: Kohlrausch's law and its applications. Electrochemical cells - Electrolytic and Galvanic cells, different types of electrodes, electrode potentials including standard electrode potential, half - cell and cell reactions, emf of a Galvanic cell and its measurement; Nernst equation and its applications; Relationship between cell potential and Gibbs' energy change; Dry cell and lead accumulator; Fuel cells; Corrosion and its prevention.
UNIT 9 : CHEMICAL KINETICS
Rate of a chemical reaction, factors affecting the rate of reactions: concentration, temperature, pressure and catalyst; elementary and complex reactions, order and molecularity of reactions, rate law, rate constant and its units, differential and integral forms of zero and first order reactions, their characteristics and half -lives, effect of temperature on rate of reactions Arrhenius theory, activation energy and its calculation, collision theory of bimolecular gaseous reactions (no derivation).
UNIT-10 : SURFACE CHEMISTRY
Adsorption- Physisorption and chemisorption and their characteristics, factors affecting adsorption of
Modes of occurrence of elements in nature, minerals, ores; Steps involved in the extraction of metals -concentration, reduction (chemical and electrolytic methods) and refining with special reference to the extraction of Al, Cu, Zn and Fe; Thermodynamic and electrochemical principles involved in the extraction of metals.
UNIT 13 : HYDROGEN
Position of hydrogen in periodic table, isotopes, preparation, properties and uses of hydrogen; Physical and chemical properties of water and heavy water; Structure, preparation, reactions and uses of hydrogen peroxide; Classification of hydrides - ionic, covalent and interstitial; Hydrogen as a fuel.
UNIT 14 : S - BLOCK ELEMENTS (ALKALI AND ALKALINE EARTH METALS)
Group - 1 and 2 Elements
General introduction, electronic configuration and general trends in physical and chemical properties of elements, anomalous properties of the first element of each group, diagonal relationships..
UNIT 15 : P - BLOCK ELEMENTS
Group - 13 to Group 18 Elements
General Introduction: Electronic configuration and general trends in physical and chemical properties of
elements across the periods and down the groups; unique behaviour of the first element in each group.
Amines: Nomenclature, classification, structure, basic character and identification of primary, secondary and tertiary amines and their basic character.
Diazonium Salts: Importance in synthetic organic chemistry.
UNIT 25 : POLYMERS
General introduction and classification of polymers, general methods of polymerization-addition and condensation, copolymerization; Natural and synthetic rubber and vulcanization; some important polymers with emphasis on their monomers and uses - polythene, nylon, polyester and bakelite.
Objects, Texture related to Architecture and build~environment. Visualising three dimensional objects from two dimensional drawings. Visualising. different sides of three dimensional objects. Analytical Reasoning Mental Ability (Visual, Numerical and Verbal).
Part - II Three dimensional - perception
Understanding and appreciation of scale and proportion of objects,
building forms and elements, colour texture, harmony and contrast. Design and drawing of geometrical or abstract shapes and patterns in pencil. Transformation of forms both 2 D and 3 D union, substraction, rotation, development of surfaces and volumes, Generation of Plan, elevations and 3 D views of objects. Creating two dimensional and three dimensional compositions using given shapes and |
Mathematics Department's Research Strategy
The strategy targets our aims:
1. To develop new mathematics, to push back the frontiers of our knowledge. To do this at the highest international level, addressing significant fundamental and applied problems.
2. To disseminate the results of our researchers and those of others through our publications in scholarly journals and books, through public lectures and participation in conferences.
3. To transmit mathematical knowledge and mathematical skills to a new generation. Here we address ourselves both to future researchers in mathematics proper as well as future users of mathematics in science, industry, commerce, technology, finance and other areas.
The strategy is implemented using a tried and tested methodology. Briefly, this involves:
1. Hiring and maintaining a permanent nucleus of staff whose mathematical education is broad, deep, and rigorous, and who engage in teaching and research.
2. Selection of interesting and challenging problems.
3. Study, discussion and thought, leading to solution of problems.
4. Publication of articles, monographs and texts.
5. Training, supervision, and collaboration with post-doctoral fellows and students.
6. Provision of infrastructure such as library resources, communication tools, and computers. |
Algebrator for Windows (1 - User) [Download]
Item: 955399
Model: ZS5EG9S3FDU4QQB
Product Details
Algebrator can solve and explain any math problem that you type inAlgebrator step - by - step math problem solver - Algebrator software is your 24/7 math tutor. You can literally type in your homework assignment & see it solved step - by - step (just like your teacher would solve it on the board, only more patient!). When a particular step is not clear, Algebrator will explain it in an easy to understand way.
What does Algebrator cover? Algebrator covers every important math concept starting with pre - algebra, all the way to college algebra. |
Handy Math Answer Book
9781578593736
Pages: 512 Publication Date: 07From modern-day challenges such as balancing a chequebookised into chapters that cluster similar topics in an easily accessible format, this reference provides clear and concise explanations about the fundamentals of algebra, calculus, geometry, trigonometry, and other branches of mathematics. It contains the latest mathematical discoveries, including newly uncovered historical documents and updates on how science continues to use math to make cutting-edge innovations in DNA sequencing, superstring theory, robotics, and computers. With fun math facts and illuminating figures, this book explores the uses of math in everyday life and helps the mathematically challenged better understand and enjoy the magic of numbers.
9781578593736
ISBN 10: 1578593735 Pages: 512 Publication Date: 07 July 2012 Audience:
Primary & secondary/elementary & high schoolPlain language questions take readers back to ancient Greece, shed light on the latest innovations of math in applications such as computing, finance, sports, and healthcare, [plus] math basics and history, through math in the physical and natural sciences and math in everyday life. -- Book News (June 2012)
A good resource for classroom teachers or parents. It is always nice to be able to answer questions about where the mathematics came from, who has contributed to our knowledge, why mathematics is useful, and why it is important for everyone to know this. -- Mathematics Teaching in the Middle School magazine (February 2013)
Author Information
Patricia Barnes-Svarney is the author of The New York Public Library Science Desk Reference and When the Earth Moves: Rogue Earthquakes, Tremors, and Aftershocks, as well as hundreds of articles for science magazines and journals. Thomas E. Svarney is a scientist and the coauthor with Patricia Barnes-Svarney of numerous books, including The Oryx Guide to Natural History, Skies of Fury: Weather Weirdness Around the World, and several titles in the Handy Answer Book series. They live in Endicott, New York. |
MATHEMATICAL IDEAS
MATHEMATICAL IDEAS
2012 Fall Term
3 Units
Mathematics 140
Designed to give students a broad understanding and appreciation of mathematics. Includes topics not usually covered in a traditional algebra course. Topics encompass some algebra, problem solving, counting principles, probability, statistics, and consumer mathematics. This course is designed to meet the University Proficiency Requirement in mathematics for those students who do not wish to take any course which has 760-141 as a prerequisite. ACT Math subscore 19-23 (SAT 460-550)
Other Requirements: PREREQ: MATH 041 WITH A GRADE OF C OR BETTER, OR DEMONSTRATION OF EQUIVALENT CAPABILITY
Class Schedule
Disclaimer
This schedule is informational and does not guarantee availability for registration.
Sections may be full or not open for registration. Please use WINS if you wish to register for a course. |
Differential Equations Problem Solver (Problem Solvers)
Each Problem Solver is an insightful and essential study and solution guide chock-full of clear, concise problem-solving gems. All your questions can be found in one convenient source from one of the most trusted names in reference solution guides. More useful, more practical, and more informative, these study aids are the best review books and textbook companions available. Nothing remotely as comprehensive or as helpful exists in their subject anywhere. Perfect for undergraduate and graduate studies.
Here in this highly useful reference is the finest overview of differential equations currently available, with hundreds of differential equations problems that cover everything from integrating factors and Bernoulli's equation to variation of parameters and undetermined coefficients. Each problem is clearly solved with step-by-step detailed solutions.
DETAILS - The PROBLEM SOLVERS are unique - the ultimate in study guides. - They are ideal for helping students cope with the toughest subjects. - They greatly simplify study and learning tasks. - They enable students to come to grips with difficult problems by showing them the way, step-by-step, toward solving problems. As a result, they save hours of frustration and time spent on groping for answers and understanding. - They cover material ranging from the elementary to the advanced in each subject. - They work exceptionally well with any text in its field. - Each PROBLEM SOLVER is prepared by supremely knowledgeable experts. - Most are over 1000 pages. - PROBLEM SOLVERS are not meant to be read cover to cover. They offer whatever may be needed at a given time. An excellent index helps to locate specific problems rapidly.
Customer Reviews:
I doubt that there's a better supplemental DE book out there
By Fugazi - September 22, 2004
I used this book for an introductory differential equations course. With the help of this book, I was completely prepared for everything the professor threw at us and more.
Some of the problems are simple and should help to reinforce the basic concepts learned from another book. Learn the fundamentals from some other book (or even a professor), and refine your thought processes using this one. There are some basic explanations of concepts and problem types, but most of the space is devoted to problems and solutions, as you may have guessed. If I had trouble with a problem from another book, I could almost always find a similar one in the REA book. A few problems are extremely difficult or involved, but the book leads you through every step of every problem. I was blown away by the depth of a few problems, but following the reasoning in this book really helped me to develop a better "feel" for the subject.
Excellent
By A Customer - July 1, 2001
This is an excellent supplement to any Differential Equations class. It starts out with easy and straight forward problems and progressively gets to the more advanced problems. All steps are worked out in an easy to understand way. Most importantly this book shows the algebraic steps in obtaining solutions, which is ussually where students have trouble. This book is a must have for any science major.
An Excellent Resource!
By A Customer - June 15, 2001
If you are studying DEs, get this book! It beats the usual text books that only contain solutions to selected problems, namely the ones that the professor does not assign or examine you on. This book is comprehensive and contains stratagies for attacking the various problems you will encounter in undergraduate DE courses. It even contains problems and solutions to Partial Differential Equations, Fourier Series and Boundary Value Problems, not just ODEs!
Each Problem Solver is an insightful and essential study and solution guide chock-full of clear, concise problem-solving gems. All your questions can be found in one convenient source from one of the ...
Each Problem Solver is an insightful and essential study and solution guide chock-full of clear, concise problem-solving gems. All your questions can be found in one convenient source from one of the ...
Transform methods provide a bridge between the commonly used method of separation of variables and numerical techniques for solving linear partial differential equations. While in some ways similar ...
Domain decomposition methods are divide and conquer computational methods for the parallel solution of partial differential equations of elliptic or parabolic type. The methodology includes iterative ... |
Mathematica
Mathematica is an interactive system for doing mathematical computation.
It handles numerical, graphic, and symbolic calculations, and it incorporates a high-level programming language which allows the user to define his own procedures |
A central area of study in Differential Geometry is the examination of the relationship between the purely algebraic properties of the Riemann curvature tensor and the underlying geometric properties of the manifold. In this book, the findings of numerous investigations in this field of study are reviewed and presented in a clear, coherent form, including... more...
Inverse limits with set-valued functions are quickly becoming a popular topic of research due to their potential applications in dynamical systems and economics. This brief provides a concise introduction dedicated specifically to such inverse limits. The theory is presented along with detailed examples which form the distinguishing feature of this... more...
This book contains survey papers based on the lectures presented at the 3rd International Winter School "Modern Problems of Mathematics and Mechanics" held in January 2010 at the Belarusian State University, Minsk. These lectures are devoted to different problems of modern analysis and its applications. An extended presentation of modern... more...
This book is an introductory text on real analysis for undergraduate students. The prerequisite for this book is a solid background in freshman calculus in one variable. The intended audience of this book includes undergraduate mathematics majors and students from other disciplines who use real analysis. Since this book is aimed at students who do... more...
The Manga Guide to Calculus teaches calculus in an original and refreshing way, by combining Japanese-style Manga cartoons with serious content. This is real calculus combined with real Manga. The book's story revolves around heroine, Noriko. Noriko takes a job with a local newspaper and quickly befriends the geeky Kakeru, a math whiz who wants... more...
This volume aims at surveying and exposing the main ideas and principles accumulated in a number of theories of Mathematical Analysis. The underlying methodological principle is to develop a unified approach to various kinds of problems. In the papers presented, outstanding research scientists discuss the present state of the art and the broad spectrum... more...
Introductory Analysis addresses the needs of students taking a course in analysis after completing a semester or two of calculus, and offers an alternative to texts that assume that math majors are their only audience. By using a conversational style that does not compromise mathematical precision, the author explains the material in terms that help... more... |
What algebra course materials would you recommend, especially for mildly to profoundly gifted students?
We're working on Life of Fred Pre-Algebra, supplementing with Singapore Math Challenging Word Problems 6 and Problemoids (rfwp.com), and using the Teaching Company Algebra I videos by James Sellers (first third was pretty much pre-algebra). Our son likes the videos, sometimes likes the Life of Fred, and feels so-so about the Singapore Math Challenging Word Problems. We're considering the Life of Fred Algebra book and Barron's Algebra The Easy Way by Douglas Downing (both look entertaining and sound). We may use the KhanAcademy.org videos to supplement some topics, but the quality of the videos is variable. We also have an issue of an issue of Internet distractions when logging on. One last note: although I'm trained as a mathematician, I don't have a lot of time for instruction.
3 Replies
I just heard from a friend tonight that it's usually the third Algebra book that works. This tells me that you're not alone in finding it difficult to choose the right Algebra book!
What you've outlined sounds very interesting, but also quite time consuming for you to put together. If you don't have a lot of time for teaching, have you considered an online class? Art of Problem Solving offers online group classes, as do several other online schools.
When planning on my own, I try remember something Maria explained to me awhile ago: there is a difference between solving problems and doing exercises. It's a problem if you don't know how to do it, and you must spend time to figure it out. A student shouldn't have to do too many problems each day. An exercise is when you already know how to solve the problem, so it is essentially a review. Standard Math textbooks contain many exercises (which can be boring and time consuming), but few problems. However, it is the problems that really push the student. Art of Problem Solving has more problems, but this is not right every student.
It should go without saying that each student's strengths and weaknesses are different, and I have found this is especially true in Math. I have one child who needs and likes to do exercises, and one who prefers to work on problems. This has resulted in each one using different curricula. One difficulty we've had is that Math is hard to do alone. It has worked better for us when I do it with them, or they work with someone else. As far as repetition goes, I've heard varying reports regarding how much a very gifted child needs. Some say less than typical, meaning that doing endless exercises can be detrimental by producing boredom and negative feelings about Math.
Instead of working in a textbook in isolation, sometimes watching a video (such as Teaching Company, Thinkwell, or Dr. Callahan- a homeschool Dad & Math teacher) can be enough human contact. I won't call it interaction, because even though you're watching a person, there's clearly no dialog! For Thinkwell videos, I know many parents either watch the videos with the kids and go over the problems together, or simply teach using the lecture transcripts. This is what I have done with my extrovert. Dr. Callahan is similar to Thinkwell in that it is video lectures, but rather than using propriety materials he uses Jacob's Algebra and Geometry books. He also has very quick email response if you ever have a question.
It sounds like you've got a varied curriculum planned out, though. One that won't leave your child bored. Let us know how it works out!
First, Linear Algebra by Hoffman and Kunze. Second Algebra by Michael Artin (NB: This is university-level algebra).
I should note that some sort of experience with what is known as "algebra II" in the US education system is probably necessary. As a (former?) gifted student myself, I can vouch for the fact that any profoundly talented student should be able to finish a course in algebra I and II in 3-6 weeks (I did this when I was in middle school at Johns Hopkins University's CTY program (within the above time constraints... I was finished with "Algebra II" in under two weeks)). |
Mathematics
Mathematics is a discipline that
studies quantitative aspects of the world. The courses within this
section introduce the student to basic mathematical skills and concepts,
sometimes through the elements of computer programming. Students are
expected to learn methods and techniques of problem solving and to
develop facility in the mathematical mode of thinking. They are expected
to become acquainted with the major areas of current interest in
mathematics, with the primary achievements of the past, and with the
fundamental problems of number, space, and infinity. |
What are the best math instructional sites, resources and (especially) tools for graphing and math visualization these days?
It's been over 20 years since my mathematical high-water-mark (college calculus), but I'm trying to get the ol' brain back in shape. I'm working my way through algebra, geometry, and trig once more, with the goal of eventually getting through calculus in a classroom again. Also, I'm a homeschool parent and my kids aren't that far behind, so this question might help me teach them, too.
Back in the day, we had non-graphing calculators and had to do all of our visualization on graph paper or mentally. Outside of class time, our resources were limited to the textbook and the teacher's office hours. I hear a lot's changed -- something about "computers" and an "information superhighway"? What are some good online & software tools for helping me get it as I pursue these goals?
I love Vi Hart, but she's more dessert than main course. I've dipped my toe into the waters of Khan Academy and found it helpful, but it seems to lack the organizational layer a textbook would have. I've heard of Wolfram Alpha but don't really know where to start. Tips on getting the most out of these resources are welcome, as are any stuff I haven't heard of. Free preferred, but excellent paid resources welcome too.
For the record, my primary computer is running Linux, but I have access to machines running Win7 and MacOSX, too.
Jan Gullberg's _Mathematics: From the Birth of Numbers_ is a good overview of many different subsets of math, what they're good for, and so on. It includes historical context as well; that may help it to feel more cohesive.
I have a bunch of math-related resources I could forward along if you're looking for something more specific, and especially if you have any programming experience. posted by silentbicycle at 9:44 AM on August 24, 2011
Did you look at the examples pages on Wolfram Alpha? The examples are really comprehensive and, for me, do a good job in terms of inspiration. posted by anaelith at 9:45 AM on August 24, 2011
As for software resources, J has a many excellent tutorials ("labs") included with the standard installation. J is a bit unconventional, as math-centric programming languages go, but quite powerful.
Silentbike, I am a PHP/SQL programmer by trade, so programming resources are welcome. posted by richyoung at 9:51 AM on August 24, 2011
Yea, I just got the trial of Mathematica from Wolfram Alpha a few days ago, and it's incredibly awesome so far. They have some videos and examples to get you started. posted by amsterdam63 at 9:54 AM on August 24, 2011
richyoung: Project Euler! Once you solve the problems, you can check out other peoples' solutions, in a variety of languages. I learned quite a bit about algorithms and optimization by doing problems in OCaml, C, and Lua. It's also a good math refresher.
Also, if you have other programming experience, J will be extra mind-bending. It's a modern APL dialect, which puts it quite far from most conventional languages.
Gilbert Strang's opencourseware lectures on Linear Algebra are quite good. He has a good, free calculus textbook as well.
Also, check out Knuth et. al.'s _Concrete Mathematics_.
This question comes up on Hacker News periodically. Here are a couple threads there - (1), (2), (3). posted by silentbicycle at 10:08 AM on August 24, 2011
It may be too basic for you, but I kind of love using Paul's Online Math Notes as a refresher when I need to revisit something I've learned and forgotten. I tend to like doing math the old-fashioned way, though, by sitting down with a pencil and a notebook and working my way through a bunch of example problems. posted by pullayup at 10:25 AM on August 24, 2011
I recommend using the student edition of Matlab (which allows you to do numerical computations, create plots, wrangle data & do statistics, and do symbolic math). There is an open source project that aims to replicate the functionality of Matlab called GNU Octave, but in my experience doesn't replicate the same ease of use of Matlab (kind of jury-rigged and the syntax isn't completely the same as Matlab).
I would add that while all these graphing tools and computer-aided algebra systems are all fun and stuff, they don't replace old-fashioned hand sketching of functions, geometric constructions with ruler and compass, hand derivations of derivatives and integrals. There's something about doing math by hand without the use of fancy tools that helps with solidifying and generalizing the knowledge and concepts learned. posted by scalespace at 11:22 AM on August 24, 2011 [1 favorite]
This summer I've become enamoured with mathcentre. They've got an algebra refresher booklet and a calculus refresher booklet, as well as stuff broken down by topic. It's designed to be a quick reference site, so it's maybe a little hard to navigate for your purposes. The University of Plymouth has a whole curriculum online, as well.
I'm not entirely sure what you're looking for software-wise, as I'm not sure what's out there that would give you a big advantage over a graphing calculator. WolframAlpha probably comes the closest. In terms of free stuff, you're looking at Octave, that scalespace mentioned, and sage. While I have taught a class that used Matlab (and used Octave at home), I don't really do numerical stuff, so I don't have complaints about Octave. I didn't even know Matlab could do symbolic manipulation (apparently it's calling Maple somehow) and would suggest sage is really want you want for this sort of thing. (There's certainly nothing wrong with Maple or Mathematica either, except they cost money.) posted by hoyland at 12:50 PM on August 24, 2011
Thanks, everyone. I think this will keep me busy for a while, especially following up on the Hacker News links. I was looking for visualization tools and instructional materials, so things like gnuplot or Matlab/Octave fit the former nicely, while the opencourseware link, mathcentre and Paul's notes fit the latter. But I like the Project Euler format as well, and may challenge my son (who fancies himself a python programmer) to a friendly competition there.
I've installed J, but I'm not sure I'm willing to smoke whatever it is one must smoke to make sense of it.... Wolfram does some visualization, but every now & then, it seems to just solve the problem for me instead of plotting it, which I don't like. Installed a GUI front end to gnuplot, which made sense quickly; installed but haven't looked at Octave yet, and R is installing as I type this, so we'll see how that goes. (And it goes without saying that I will keep a sharp pencil & graph paper handy as scalespace recommends.) Thanks again to all who responded. posted by richyoung at 9:47 AM on August 25, 2011 |
Next: Related Rates
Previous: Linearization and Newton's Method
Chapter 3: Applications of Derivatives
Chapter Outline
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Chapter Summary
Description
Students gain practice with using the derivatives in related rates problems. Additional topics include The First Derivative Test, The Second Derivative Test, limits at infinity, optimization, and approximation errors. |
Math 6, 2nd ed.
Math 6, 2nd ed. Resources
About Math 6, 2nd ed.
Math 6 (2nd edition) seeks to develop solid problem-solving skills, teach methods of estimation, and familiarize the student with the use calculators and computers. The curriculum emphasizes the application of math to real-life situations. In addition, manipulatives are used to assist the student with the math concepts presented. |
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MATH 3795 Introduction to Comp. Math.October 20, 2008Assignment 51. (10 points) Use fzero to try to find a zero of each of the following functions in the given interval. Do you see any interesting or unusual behavior? (a) atan(x) - /3 on [0, 5
Math 406 Section 0101 Exam 3 Topics and Samples 1. Multiplicative functions. Definition. (a) Define (1) = 1 and (n) = 2r where r is the number of distinct primes in the PF of n. Show that is multiplicative. 2. Euler -function. Definition, how to fin
Chapter 10SolitonsStarting in the 19th century, researchers found that certain nonlinear PDEs admit exact solutions in the form of solitary waves, known today as solitons. There's a famous story of the Scottish engineer, John Scott Russell, who in
Hypertext and E-CommerceInformatics 211 November 6, 2007The Basics of Hypertext Theconcept: interrelated information Content (the information) Structure (the links between the information) View (what part of the content and structure one s
Project: Design an Online Travel Agency This is a group project (5-6 students each group). You are assigned to design a website and its underlying software architecture for a travel agency located in southern California. The agency wants the website
The Mythical Man-Month by Fred Brooks (I) Published 1975, Republished 1995 Experience managing the development of OS/360 in 1964-65 Central Argument Large programming projects suffer management problems different in kind than small ones, due to
OPTIMIZATION AND LEARNINGWe can define learning as the process by which associations are made between a set of stimuli and a set of responses. We can visualize this process on a coordinate system, where the independent variable is the set of stimul |
two-line display scientific calculator combines statistics and advanced scientific functions and is a durable and affordable calculator for the classroom. The two-line display helps students explore math and science concepts in the classroom. |
-algebra
linear algebra
Branch of algebra concerned with methods of solving systems of linear equations; more generally, the mathematics of linear transformations and vector spaces. "Linear" refers to the form of the equations involved—in two dimensions, math.amath.x + math.bmath.y = math.c. Geometrically, this represents a line. If the variables are replaced by vectors, functions, or derivatives, the equation becomes a linear transformation. A system of equations of this type is a system of linear transformations. Because it shows when such a system has a solution and how to find it, linear algebra is essential to the theory of mathematical analysis and differential equations. Its applications extend beyond the physical sciences into, for example, biology and economics.uss-Jordan
Symbolic system used for designing logic circuits and networks for digital computers. Its chief utility is in representing the truth value of statements, rather than the numeric quantities handled by ordinary algebra. It lends itself to use in the binary system employed by digital computers, since the only possible truth values, true and false, can be represented by the binary digits 1 and 0. A circuit in computer memory can be open or closed, depending on the value assigned to it, and it is the integrated work of such circuits that give computers their computing ability. The fundamental operations of Boolean logic, often called Boolean operators, are "and," "or," and "not"; combinations of these make up 13 other Boolean operators.
General Banach *-algebras
(lambda x)^* = bar{lambda}x^* for every λ in C and every x in A; here, bar{lambda} denotes the complex conjugate of λ.
(xy)* = y* x* for all x, y in A.
(x*)* = x for all x in A.
In most natural examples, one also has that the involution is isometric, i.e.
||x*|| = ||x||,
B* algebras
A B*-algebra is a Banach *-algebra in which the involution satisfies the following further property:
||x x*|| = ||x||2 for all x in A.
By a theorem of Gelfand and Naimark, given a B* algebra A there exists a Hilbert spaceH and an isometric *-homomorphism from A into the algebra B(H) of all bounded linear operators on H. Thus every B* algebra is isometrically *-isomorphic to a C*-algebra. Because of this, the term B* algebra is rarely used in current terminology, and has been replaced by the (overloading of) the term 'C* algebra'. |
Purchasing Options
Features
Addresses all aspects of mathematical modeling with mathematical tools used in subsequent analysis
Incorporates MATLAB, Mathematica, and MatCont
Covers spatial and stochastic models
Presents real-life examples of discrete and continuous scenarios
Includes examples and exercises that can be used as problems in a project
Summary
This how-to guide presents tools for mathematical modeling and analysis. It offers a wide-ranging overview of mathematical ideas and techniques that provide a number of effective approaches to problem solving. Topics covered include spatial and stochastic modeling. The text provides real-life examples of discrete and continuous mathematical modeling scenarios. MATLAB®, Mathematica®, and MatCont are incorporated throughout the text. The examples and exercises in each chapter can be used as problems in a project.
Table of Contents
About Mathematical Modeling What Is Mathematical Modeling? History of Mathematical Modeling Latest Development in Mathematical Modeling Various Functional Forms in Mathematical Modeling Merits and Demerits in Mathematical Modeling |
The department recognizes that success in the other outcomes in Math 060 require mastery of these fundamentals. While many students may have previously encountered these in prior courses, we cannot assume such prior knowledge. Thus, we acknowledge the necessity of spending up to three weeks of the term on this outcome.
Solve Linear Equations:
The importance of this outcome both reinforces the first outcome and previews the following one. Emphasis on the applications here is as important as the manipulative skills being addressed. Thus, we acknowledge the necessity of spending up to three weeks of the term on this outcome.
Graph (with emphasis on straight lines):
Graphs of all sorts will be investigated with the emphasis on the basic connections between numerical, graphical, and algebraic representations of relationships. The concept of a function will be introduced at its most fundamental level, emphasizing the connections between input-output and various representations numerically, graphically, and algebraically. Equations of straight lines and their application will form the basis of the algebraic part of this course. Thus, we acknowledge the necessity of spending up to three weeks of the term on this outcome.
Emphasis here will focus on the graphical method of solution and understanding and interpreting graphical solutions. Thus, we acknowledge the necessity of spending up to one week of the term on this outcome.
Elementary Algebra II
Students who complete Math 65: Elementary Algebra II will be able to
Use the algebra of exponents and apply to polynomials:
he department recognizes that success in the other outcomes in Math 065 require mastery of these fundamentals. Thus, we acknowledge the necessity of spending up to three weeks of the term on this outcome.
Solve Quadratic Equations:
Emphasis here should focus on the connections among the numerical, algebraic, and graphical methods of solution. Equations of straight lines and their application will be reviewed but quadratic equations will form the basis of the algebraic part of this course. Factoring, the Quadratic Formula, and Graphs of Quadratic Equations will all be emphasized. Thus, we acknowledge the necessity of spending up to three weeks of the term on this outcome.
Graph (with emphasis on quadratic equations):
Graphs of all sorts will be investigated with the emphasis on the basic connections between numerical, graphical, and algebraic representations of relationships. The concept of a function will be further explored, emphasizing quadratic equations and their applications. In addition, graphs of rational and radical equations will be investigated in the context of understanding the unique behavior of these functions. Emphasis will be on connections between the meaning of a solution graphically and algebraically. Thus, we acknowledge the necessity of spending up to three weeks of the term on this outcome.
Further solve systems of equations (e.g., two linear or one linear and one quadratic):
Systems of linear equations will be further investigated, both graphically and algebraically. Algebraic methods of solution of systems including substitution and elimination will be examined. Emphasis will be on connections between the meaning of a solution graphically and algebraically.
The Mathematics Department assesses student outcomes in mathematics courses in a variety of ways. Each instructor decides on a mix of assessment items and publishes those choices in his/her syllabus. Student expectations are clearly defined and resources for success both in and out of the classroom are identified. Assessment is specifically linked to reaching benchmarks for specific competencies. Work on this area has begun by developing competencies for all courses offered in the curriculum.
Homework: traditional assessment tool used in most classes to offer students clear and prompt feedback related to mastery of specific course competencies; focus on skill competencies. Students are encouraged to work together, share ideas, visit the tutoring center, visit instructors during office hours.
Quizzes and Examinations: traditional assessment component, though sometimes group rather than individual effort; used to assess specific competencies at specific junctures during term.
Group activities: can be short, focused on particular competencies or exploratory in nature in which students attempt to define their own understanding of a competency in a variety of ways, including written, oral, symbolic, and visual representations; often requires integration of concepts, transfer of competency to unique context, critical thinking, analysis of real-world data, multiple representations of outcomes, and skill in group processes.
Open-ended projects: formal written presentations incorporating mathematical analysis using skills and competencies developed in the course in a critical analysis of applied, real-world context; typically includes technology component; may be group or individual efforts.
Portfolios: term-long collections of student work used to assess mastery of course-specific competencies, especially emphasizing integration and extension of course objectives.
Journals: regularly submitted and annotated dialog between student and teacher; purpose is less assessment and more "reality check" focusing on real-time student perceptions of course dynamics, learning activities, and structure; allows instructor access to student feedback which in turn allows for flexibility in course structure.
Teaching Intensive Laboratories: labs allow for student teams to experience and explore specific course competencies in depth through an integration of skills and concepts in open-ended investigations with specific outcomes defined by the instructor; usually includes technology component and writing to assess integration and understanding of related competencies. |
History of Mathematics An Introduction
9780072885231
ISBN:
0072885238
Publisher: McGraw-Hill Higher Education
Summary: This text is designed for the junior/senior mathematics major who intends to teach mathematics in high school or college. It concentrates on the history of those topics typically covered in an undergraduate curriculum or in elementary schools or high schools. At least one year of calculus is a prerequisite for this course. This book contains enough material for a 2 semester course but it is flexible enough to be used... in the more common 1 semester course.[read more]
Book may have signs of cover wear. Inside pages may have highlighting, writing and/or underlining. Ships same day or next business day. Free USPS Tracking Number. Excellent C [more]
Book may have signs of cover wear. Inside pages may have highlighting, writing and/or underlining. Ships same day or next business day. Free USPS Tracking Number. Excellent Customer Service. Ships from TN[less] |
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Algebra Examples
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Algebra = Success in high school and beyond
Revolution K12's math programs are based on research-based best practices in assessment and intervention to help students at different levels of preparation. Our Algebra curriculum uses innovative and effective tools that build proficiency in math concepts aligned to state and Common Core standards. All programs scaffold to target foundational skills on an individual level and support teachers' efforts to effectively close the achievement gap.
Mentor Session technology provides a customized, engaging, and relevant online experience by providing differentiated instruction, breaking each question into manageable concepts to meet the needs of students at all levels. When a student selects an incorrect answer, Mentor Sessions guide the student through the question, breaking the problem into its foundational parts. This helps the student learn to analyze the concept.
Real-time, standards-based, diagnostic reports—available to both administrators and teachers—quickly guide instruction, and teacher reports can easily be printed to share student successes, weaknesses, and next steps with students and their parents. Learning barriers are reduced through the availability of English and Spanish text and audio tracks. |
A course designed to develop basic arithmetic and algebra skills to prepare for courses covering secondary school algebra, the first of which is MATD 0370. Content includes operations on whole numbers, integers, fractions, decimals, ratio and proportions, percent, solving linear equations in one variable applications, and relating simple algebra concepts to geometry. The same course is offered in a one hour (0130) and two hour (0230) format. |
Physics with Calculus as a Second Language: Mastering Problem-Solving
Get a better grade in Physics Solving physics problems can be challenging at times. But with hard work and the right study tools, you can learn the ...Show synopsisGet a better grade in Physics Solving physics problems can be challenging at times. But with hard work and the right study tools, you can learn the language of physics and get the grade you want. With Tom Barrett's University Physics as a Second Language(TM): Mastering Problem Solving, you'll be able to better understand fundamental physics concepts, solve a variety of problems, and focus on what you need to know to succeed. Here's how you can get a better grade in physics: Understand the basic concepts University Physics as a Second Language(TM) focuses on selected topics in calculus-based physics to give you a solid foundation. Tom Barrett explains these topics in clear, easy-to-understand language. Break problems down into simple steps University Physics as a Second Language(TM) teaches you to approach problems more efficiently and effectively. You'll learn how to recognize common patterns in physics problems, break problems down into manageable steps, and apply appropriate techniques. The book takes you step-by-step through the solutions to numerous examples. Improve your problem-solving skills University Physics as a Second Language(TM) will help you develop the skills you need to solve a variety of problem types. You'll learn timesaving problem-solving strategies that will help you focus your efforts, as well as how to avoid potential pitfalls |
enroll in Math 22. (This course has been replaced in the new math course sequencing. If it is listed as a prerequisite or as recommended preparation for a course you wish to take, please check with your instructor or a counselor to determine its equivalent.)
MATH 9 Whole Number Skills (1)
Math 9 covers arithmetical operations with whole numbers, and introduces the concepts of fractions, decimals, and percent. Estimation and associated applications will also be included.
Corequisite: MATH 16
MATH 16 Math Study Skills (1)
Students in MATH 16 study and apply essential study skills needed to succeed in mathematics and other mathematics-related courses. Techniques are introduced to reduce math anxiety, improve note-taking skills, manage time effectively, employ effective study techniques, and practice sound math test-taking skills. This course is recommended for students taking their first developmental math course. (Cross-listed as IS 16)
Prerequisite: Any one of the following, or an articulated equivalent, within the past two years: C or better in MATH 1B, CR in MATH 9, OR qualifying placement test score (21 or higher in the COMPASS pre-algebra placement domain) Formerly MATH 97.
Prerequisite: Any one of the following, or an articulated equivalent, within
the past two years: C or better in MATH 1B OR qualifying placement test
score (31 or higher in the COMPASS Pre-Algebra placement domain). within the past two years C or better in MATH 1B; OR CR in MATH 18; OR qualifying placement test score (30 or higher in COMPASS pre-algebra); OR consent of instructor.
MATH 50H Technical Mathematics: Food Service (3)
MATH 50H is a course that develops applications of mathematics necessary in hospitality education, especially in the area of food trades. Mathematical concepts and techniques that are introduced and developed in Pre-Algebra are used to interpret, model and solve a variety of problems relating to the food industry. Topics include dry and liquid measurements, measurements by weight, adjusting and costing recipes, yield percentage, basic nutrition, and simple business form and report preparation and analysis.
Prerequisite: C or better in ENG 19 and any one of the following (or articulated equivalent) within the past two years: C or better (or CR) in MATH 18, or C or better in MATH 22, or qualified placement test score (30 or higher in COMPASS Pre-Algebra).
MATH 73 Algebraic Foundations I (3)
MATH 73 strengthens the problem-solving skills needed for the
transition into MATH 83 (Algebraic Foundations II). MATH 73
studies algebraic concepts and applications through the use of a
variety of problem-solving techniques of the following topics: signed
numbers, algebraic expressions, equations, exponents, polynomials,
special products, and factoring.
Prerequisite: Any one of the following, or an articulated equivalent, within
the past two years: C or better (or CR) in Math 18 OR C or better in MATH
22 OR Qualifying placement test score (47 or higher in the COMPASS
prealgebra placement domain), or an articulated equivalent, within the past two years: CR in MATH 18 OR C or better in MATH 22 OR qualifying placement test score (30 or higher in the COMPASS algebra placement domain).
MATH 83 Algebraic Foundations II (3)
MATH 83 further develops the concepts of algebra introduced in
MATH 73, with emphasis on polynomials, special products and
factoring, linear and quadratic equations, inequalities, graphing,
systems of linear equations, roots and radicals.
Prerequisite: C or better in MATH 73, or equivalent, within the past two
years. (This course has been replaced in the new math course sequencing. If it is listed as a prerequisite or as recommended preparation for a course you wish to take, please check with your instructor or a counselor to determine its equivalent.) |
Four courses of secondary mathematics designed for the college bound student: courses covering algebra, geometry, trigonometry, analytic geometry, elementary functions and their notations. Students should have graphing calculators and access to a scanner..
Description:
The first two weeks will be used to introduce the students to each other, the on-line software and the concepts of a VHS workweek. From week 3 on, the students will cover a minimum of two to three sections from the book in a week (depending on scheduled tests and workload), have group and individual homework assignments, and will visit the web to help find resources for answering questions in mathematics. Students will have the opportunity to do some labs that review material and vocabulary from algebra through pre-calculus. In addition, the following Labs will be offered, most as extra assignments for students who have the material in hand and have the time: Golf Balls I, Latitude, All Sports Pass, Coin Tossing, Golf Balls II, Oil Tanks, Conical Drinking Cup, Biorhythms and Powers of Sines and Cosines.
The majority of the work in this class will be homework assignments. This will consist of practice problems where students can access help from other students via established groups, and problems for credit, which is not group work. Each week the students are expected to submit a solution for Question of the Week, an AP Calculus exam question from a previous test. This will acquaint the students with the set up of the exam questions; the vocabulary and time limits imposed for answering AP Calculus exam questions. There are a number of activities to keep the students in touch with each other so they can use the entire knowledge of the class as a resource for answering questions or concerns.
There are several activities to help student search the web to find helpful calculus tutorials. Students will use the web resources they find to help them with problems that require immediate answers. Another activity will have students research the web and identify sites that will be useful for explaining mathematical problems. Through their research on the web, group work and an excellent text the students will be able to build a robust list of resources that will serve them throughout their academic career.
"This course consists of a full high school academic year of work that is comparable to calculus courses taken in college. It is expected that students who take an AP course in Calculus will seek college credit, college placement, or both, from institutes of higher learning". This quote and most of the following topics to be discussed come from The College Board's AP Calculus description, commonly called the "acorn book".**Please Note: This course may not be appropriate for students with specific accessibility limitations. Please refer to the VHS Handbook policy on Special Education/Equity for more information. If you need additional assistance, please let us know at service.goVHS.org." |
Algebra: Everyday Explorations
If you've ever wondered, "What is algebra good for?" Alice Kaseberg will help you answer this age-old question with her respected text. INTRODUCTORY ...Show synopsisIf you've ever wondered, "What is algebra good for?" Alice Kaseberg will help you answer this age-old question with her respected text. INTRODUCTORY ALBEGRA, FOURTH EDITION, uses guided discovery, explorations, and problem solving to help you learn new concepts and strengthen the retention of new skills. Known for an informal, interactive style that makes algebra more accessible while maintaining mathematical accuracy, INTRODUCTORY ALGEBRA: EVERYDAY EXPLORATIONS, FOURTH EDITION, includes a host of learning tools that work together to help you succeed. A robust website and Enhanced WebAssign support you with practice problems, end-of-chapter problems that incorporate figures and examples, and quizzes that provide immediate feedback on your progress80618918782-4-0-3 Orders ship the same or next business day. Expedited shipping within U.S. will arrive in 3-5 days. Hassle free 14 day return policy. Contact Customer Service for questions. ISBN: 9780618918782.
Description:Acceptable. 4th. Pre-loved books for the budget-conscious...Acceptable. 4 |
2.2 Introduction to Linear Relationships
In this chapter we'll explore linear relationships, relationships which appear as straight lines when graphed.
One of the most basic geometric objects to graph is a line. These mathematical objects appear to us everywhere in the physical world: if you just take a second to look around the room, you'll notice many examples of straight edges, or lines. To get a deeper understanding of these mathematical creatures, let's first study a specific real world example, and then gradually increase our level of abstraction so that we have a bird's-eye view of lines. Just as a scientist's curiosity in one specific animal leads to an understanding of an entire species, a mathematician's curiosity about one particular equation can lead to a deeper understanding of a wide class of equations. The motivating example for this chapter comes from the world of business.
Suppose that you're the owner of a company that develops ipad Apps. While you're in charge of developing the App concepts, you've got to hire a computer programmer ($1,500 per month) and designer ($1,500 per month) to actually create the Apps. In total, you'll pay your two employees $3,000 per month, which will include basic work on the App and monthly revisions to the product. Further, you charge 99 cents for each App and each App costs 30 cents to produce (the fee taken out by the company through which you sell your App).
Being a good business person, you want to be on top of your finances: you'd like to quickly be able to figure out how much money you make for a given number of Apps sold. For each specific number of Apps that you sell, you can compute your total profit by determining the amount of money that you take in, known as revenue, less the amount of money that goes out, also known as your costs. In other words, you can use:
Total Profit = Total Revenue - Total cost
As an example, if you sell 100 Apps in a given month, your total revenue is .99 × 100 = $99 while your total cost is $3,000 + .3 × 100 = $3,300. Then, your total profit is:
Total Profit = $99 - $3,300 = -$3,201.
In other words, if you sell 100 Apps, then you've lost $3,201.
Explore!
For a different number of Apps, you'd have to do the computation once again, figuring out your revenue and your costs, and then subtracting the two quantities.
For example, if you sell 400 Apps, your profit would be: $
.
This approach of "thinking through" our profit each time works just fine. But, as mathematicians, we ask ourselves, "Is there a way that I can generalize this process? Is there some underlying pattern?" By generalizing, we often find ways to both streamline a specific process AND develop a deeper understanding of the thing that we're studying.
Finding an abstract pattern by just looking at one example is next to impossible. So, in the next section, let's first develop a table, with numerous specific examples to see if we notice a relationship between them. |
Mr
show more show less
Forward
Preface
Acknowledgments
The Calculator
Using the Calculator
Review of Basic Math Fundamentals
Numbers, Symbols of Operations, and the Mill
Addition, Subtraction, Multiplication, and Division
Fractions, Decimals, Ratios, and Percents
Math Essentials and Cost Controls in Food Preparation
Weights and Measures
Using the Metric System of Measure
Portion Control
Converting Recipes, Yields, and Baking Formulas
Food, Recipe, and Labor Costing
Math Essentials in Food Service Record Keeping
Determining Cost Percentages and Pricing the Menu
Inventory Procedures and Controlling Costs
Purchasing and Receiving
Daily Production Reports and Determining Liquor Costs
Essentials of Managerial Math
Front of the House and Managerial Mathematical Operations
Personal Taxes, Payroll, and Financial Statements
Appendix A
Glossary
Index
List price:
$124.95
Edition:
6th 2012
Publisher:
Delmar Cengage Learning
Binding:
Trade Cloth
Pages:
384
Size:
8.50" wide x 10.75" long x 0.75 Math Principles for Food Service Occupations - 9781435488823 at TextbooksRus.com. |
Specification
Aims
The course will provide
an introduction to the mathematical theory of viscous fluid flows.
After
deriving the governing equations from a general continuum mechanical
approach,
the theory will be applied to a variety of practically important
problems.
Brief Description of the unit
This course is concerned with the mathematical theory of viscous fluid flows. Fluid mechanics is
one of the major areas for the application of mathematics and has obvious
practical applications in many important disciplines (aeronautics, meteorology,
geophysical fluid mechanics, biofluid mechanics, and many others). Using
a general continuum mechanical approach, we will first derive the governing
equations (the famous Navier-Stokes equations) from first principles. We
will then apply these equations to a variety of practical problems and
examine appropriate simplifications and solution strategies.
Many members of staff in
the School have research interests in fluid mechanics and this
course
will lay the foundations for possible future postgraduate work in this
discipline.
Learning Outcomes
On successful completion of this course unit students will be able to
understand the continuum mechanical derivation of the Navier-Stokes equations and the
appropriate boundary conditions;
understand the kinematics of fluid flow;
apply the equations
to various fluid problems giving a mathematical description of the
flow,
and to solve some of these problems. |
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Mathematics
Mathematics, "The Queen of Sciences" as called by Carl Friedrich Gauss, is the science of number, quantity, and space, either as abstract concepts or as applied to other disciplines (such as physics and engineering).
The distinguished authors of the top-quality books and textbooks listed under Research and Markets' Mathematics category are the world's leading researchers. These publications cover all the key areas in today's research. They are invaluable references, comprehensive and
readily accessible. When available, pre-publication titles are also included, so you can be sure not to miss the latest developments in your research field.
The readership of this category includes both graduate and undergraduate students, as well as researchers and mature mathematics.
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Similarities, differences, advantages and limitations of perturbation techniques are pointed out concisely. The techniques are described by means of examples that consist mainly of algebraic and ordinary...
Contains papers prepared for the 1990 multidisciplinary conference held to honor the late mathematician and researcher. Topics include applications of classic geometry to finite geometries and designs;...
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Presented in this monograph is the current state-of-the-art in the theory of convex structures. The notion of convexity covered here is considerably broader than the classic one; specifically, it is...
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Examines several fundamentals concerning the manner in which Markov decision problems may be properly formulated and the determination of solutions or their properties. Coverage includes optimal equations,...
An Introduction to Water Quality Modelling Second Edition Edited by A. James Department of Civil Engineering, University of Newcastle upon Tyne, UK This book presents a simple introduction (for those...
The three chapters of this book are entitled Basic Concepts, Tensor Norms, and Special Topics. The first may serve as part of an introductory course in Functional Analysis since it shows the powerful...
These papers survey the developments in General Topology and the applications of it which have taken place since the mid 1980s. The book may be regarded as an update of some of the papers in the Handbook...
This is the first volume of the Handbook of Game Theory with Economic Applications, to be followed by two additional volumes. Game Theory has developed greatly in the last decade, and today it is an...
This text is concerned primarily with the theory of linear and nonlinear programming, and a number of closely-related problems, and with algorithms appropriate to those problems. In the first part of...
Demonstrates a slew of time-saving tips and tricks for performing common math calculations. Contains sample problems for each trick, leading the reader through step-by-step. Features two mid-terms and...
Foremost experts in their field have contributed articles resulting in a compilation of useful and timely surveys in this ever-expanding field. Each of these 12 original papers covers important aspects...
Unique in that it focuses on formulation and case studies rather than solutions procedures covering applications for pure, generalized and integer networks, equivalent formulations plus successful techniques...
Focuses on three areas of nonsampling survey errors: frame, nonresponse and measurement error. Each one is analyzed by defining key terms, formulating known effects and examining suggested remedies....
Updates the original, comprehensive introduction to the areas of mathematical physics encountered in advanced courses in the physical sciences. Intuition and computational abilities are stressed. Original...
Every futures, options, and stock markets trader operates under a set of highly suspect rules and assumptions. Are you risking your career on yours? Exceptionally clear and easy to use, The Mathematics...
The past six years have seen a substantial increase in the attention paid by research workers to the principles of experimental design. The Second Edition of brings this handbook up to date, while retaining...
This book is aimed at two kinds of readers: firstly, people working in or near mathematics, who are curious about continued fractions; and secondly, senior or graduate students who would like an extensive...
Offers an integrated account of the mathematical hypothesis of wave motion in liquids with a free surface, subjected to gravitational and other forces. Uses both potential and linear wave equation theories,...
The Wiley Classics Library consists of selected books that have become recognized classics in their respective fields. With these new unabridged and inexpensive editions, Wiley hopes to extend the life... |
***IMPORTANT DEADLINES***
Math 7:Current Book:
Math 8:Current Book:
Algebra:Current Chapter:
**REMINDER: The day of a test is always the last day to turn in quiz corrections for the chapter/book and also the deadline for assignments for that particular week! (The cutoff date for a quarter in terms of grading also works the same way)
April Assignments - Ms. Bayne
April 2013
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8
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9 Math 7:
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*No School!
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May 2013
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14*Prog Rpts*
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28 Math 7:
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June Assignments - Ms. Bayne
June 2013
Monday
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3 Math 7:
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4 Math 7:
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14*Last Day*
Math 7:
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Other Available Formats:
This much-loved textbook has been fully revised and updated to take account of the new Primary Curriculum, which will become statutory in 2010 and taught in primary schools from September 2011. The new edition will be a valuable resource for trainee primary teachers as they prepare to teach the new curriculum. Every chapter is written from a pedagogical perspective, integrating children's learning, classroom practice and the teacher's own requirements for subject knowledge.
Some of the changes in the new edition include the following:- New chapters on key ideas and key processes in primary mathematics.- Reordering of the chapters to give more prominence to using and applying mathematics.- Further material on graphs and data-handling.- References throughout to the new Primary Curriculum.- More discursive answers to the self-assessment questions.The companion website provides a comprehensive glossary and additional material to enable primary trainees to prepare with confidence for the ITT Numeracy test.The companion Student Workbook- provides self-assessment activities for students to check their understanding of key concepts,- helps students to practise key mathematical processes and to apply mathematics in real-life situations;- gives opportunities to apply their knowledge to teaching and learning.Extensively used on primary PGCE courses and undergraduate courses leading to QTS, this book is an essential resource for all trainee primary teachers.
Derek Haylock is an education consultant and author. He worked for over 30 years in teacher education, both initial and in-service, and was Co-Director of Primary Initial Teacher Training and responsible for the mathematics components of the primary progr |
Getting Started with MATLAB 7 A Quick Introduction for Scientists and Engineers Started with MATLAB 7 A Quick Introduction for Scientists and Engineers Book Description
Getting Started with MATLAB 7: A Quick Introduction for Scientists and Engineers employs a casual, accessible writing style that shows users how to enjoy using MATLAB.
MATLAB, a software package for high-performance numerical computation and visualization, is one of the most widely used tools in the engineering field today. Its broad appeal lies in its interactive environment with hundreds of built-in functions for technical computation, graphics, and animation. In addition, it provides easy extensibility with its own high-level programming language. Enhanced by fun and appealing illustrations,Getting Started with MATLAB 7: A Quick Introduction for Scientists and Engineers employs a casual, accessible writing style that shows users how to enjoy using MATLAB.
Familiarizes users with MATLAB in just a few hours through self-guided lessons.
Discusses new features and applications in MATLAB 7.
Covers elementary, advanced, and special functions.
Includes numerous new examples and problems.
Supplements any course that uses MATLAB.
Works as a stand-alone tutorial and reference.
Undergraduate engineering students.
Preface.
Introduction.
Tutorial Lessons.
Interactive Computation.
Programming in MATLAB: Scripts and Functions.
Applications.
Graphics.
Errors.
What Else is there?
Bibliography.
Index.
Book Details
Title:
Getting Started with MATLAB 7 A Quick Introduction for Scientists and Engineers
Popular Searches
The book Getting Started with MATLAB 7 A Quick Introduction for Scientists and Engineers by
(author) is published or distributed by Oxford University Press [0195680014, 9780195680010].
This particular edition was published on or around 2005-09-01 date.
Getting Started with MATLAB 7 A Quick Introduction for Scientists and Engineers |
PRE-ALGEBRA BOOK 1 STRAIGHT FORWARD
Math
Price:$5.95 Available Qty: 16
Qty:
Assuming mastery of the four basic operations of addition, subtraction, multiplication and division, this book presents skills which are a lead in to algebra: Factors; Divisibility; Prime and Composite Numbers; Exponents and Powers; Greatest Common Factor; Least Common Multiple; and, Ratio, Proportion and Percent. Beginning Assessment and Final Assessment Tests provide measurement tools. |
Mathematics Department's Research Strategy
The strategy targets our aims:
1. To develop new mathematics, to push back the frontiers of our knowledge. To do this at the highest international level, addressing significant fundamental and applied problems.
2. To disseminate the results of our researchers and those of others through our publications in scholarly journals and books, through public lectures and participation in conferences.
3. To transmit mathematical knowledge and mathematical skills to a new generation. Here we address ourselves both to future researchers in mathematics proper as well as future users of mathematics in science, industry, commerce, technology, finance and other areas.
The strategy is implemented using a tried and tested methodology. Briefly, this involves:
1. Hiring and maintaining a permanent nucleus of staff whose mathematical education is broad, deep, and rigorous, and who engage in teaching and research.
2. Selection of interesting and challenging problems.
3. Study, discussion and thought, leading to solution of problems.
4. Publication of articles, monographs and texts.
5. Training, supervision, and collaboration with post-doctoral fellows and students.
6. Provision of infrastructure such as library resources, communication tools, and computers. |
An Overview of the Mathematics Major
The Figure-8 Knot.
MATHEMATICS is an essential part of a wide range of
human activity. It is the language of the
physical sciences, and
plays an increasingly important role in the
social and biological sciences in
modelling complicated, large-scale
phenomena. Even very abstract parts of mathematics, initially studied just
for their intrinsic beauty, have
turned out to have unexpected but important applications, ranging from
computer security to the digitalization of fingerprints.
A mathematics major teaches you to think clearly and argue cogently.
It is excellent
preparation for many jobs in business, finance, accounting, computing and education.
THE MAJOR PROGRAM in mathematics is broadly based, and contains courses
which feature the history of
mathematics and the use of computers in mathematics as well as the
standard undergraduate courses in analysis, geometry and algebra
and a set of high-level seminars for advanced students. It
is very flexible and
may be combined with other majors, such as physics, economics, biochemistry,
computer science or
applied mathematics. A double major or major/minor combination like this
gives a very solid background for a student who is interested in
graduate school either in one of these disciplines or in
mathematics itself. Stony Brook also offers a Mathematics Secondary
Teacher Preparation Program, open to both Mathematics and Applied
Mathematics and Statistics majors, which
prepares future teachers of high school
mathematics. Students graduate from that Program
with provisional certification to
teach mathematics, grades 7-12, in New York State.
The requirements for a math major are spelled out in the
Undergraduate
Bulletin. In addition, we strongly recommend that our students
broaden their
scientific base by taking a two-semester sequence
in a science or in a math-related field such as
computer science or economics. MAT 260 (Problem Solving in Mathematics)
is also highly recommended preparation for 300-level courses.
The core of the major is formed by the two courses that
introduce the student to proofs, MAT 310 (Linear Algebra) and
MAT 320 (Introduction to Analysis).
They should be taken as early as possible. There are
many ways of fulfilling the other
requirements, and to give you a better idea of what is
involved, here are some sample programs of
study leading to a major in mathematics. These can be varied quite a bit:
most 300-level classes are accessible once you have taken some version
of Calculus III and MAT 211 (Introduction to Linear Algebra). |
Integration
Mathcentre provide these resources which cover aspects of integration, often used in the field of engineering. They include linearity rules of integration, integration by parts, integration by substitution and integration as the reverse of differentiation.
Comprehensive notes, with clear descriptions, for each resource are provided, together with relevant diagrams and examples. Students wishing to review, and consolidate, their knowledge and understanding of Integration |
Writing and Simplifying Expressions (Grade 6, + CD)
Description
Grade 6: Expressions 12 Days—89 pages
Writing and Simplifying Expressions is part of the AIMS Essential Math Series that uses real-world investigations, comics, and animation to engage students and help them discover and make sense of key mathematical concepts. The units in this series are narrowly focused, conceptually developed, and carefully sequenced to provide a continuum of introduction, development, and reinforcement of the essential ideas.
In Writing and Simplifying Expressions, students will develop fundamental understanding of key algebraic concepts. The four "big ideas" expressed through creative activities in this book are:
Variables: Using a variable to represent an unknown amount is a powerful tool that is central to doing algebra.
Order: Changing the order in which operations are done gives different answers, so mathematicians have agreed on a specific order.
Commutative Property: The commutative property is used to rearrange expressions so like terms can be combined and a simpler equivalent expression written.
Distributive Property: The distributive property can be used to multiply expressions with unlike terms and simplify them into equivalent expressions.
The book includes a CD with interactive PDF instructions. Interactive links in the digital format enrich the learning experience with videos, animation and Flash® applications. Using a projector or interactive whiteboard allows the materials to display for the class and supplements the teacher's instruction.
FAQ
This book, Writing and Simplifying Expressions, is an interactive pdf. In order to utilize the functions in it, you will need to have Adobe Reader 9.0 or higher. This is a free download from
You may also need to upgrade your version of the Flash Plugin, which is also free from adobe.com.
Minimum RAM requirement: 2 GB. Minimum processor speed: 1.5GHz.
Operating System: Windows XP or later, MacOS X 10.4 or later
The digital version of the book, which is provided on the CD, is set in landscape format to better fit on interactive whiteboards. Embedded within the pdfs are videos, games, and answer keys that can be toggled on and off. All links are colored.
Some tips that will help to optimize your use of this digital book are:
Drag the files to your computer. They will run better on your computer than off the CD.
When using activity pages, use full-screen mode for classroom viewing. This option is found under the View menu.
Press the escape key to exit full-screen mode for activity pages.
Videos can be viewed in full-screen mode by right clicking for options. For Mac users who have not enabled right clicking on the mouse, use control click for options.
Once the class has viewed the videos, exit full screen by again right clicking or using the control click option. To close the video, now click the X in the upper right corner of the video.
Use the arrows on the tool bar or type in the page number to advance to the desired page. We regret that the pagination is one page off. The pdf counts the cover as a page. To find the pdf page using the table of contents, you will need to add one to the page number that is listed.
Answers on the student pages can be toggled on and off by clicking on the recording area. Sometimes the answers for the whole page will appear, at other times answers for sections of the page will appear. When only one section appears, just click on another section to get those answers. It is suggested that you click all answers off when leaving a page so that those answers are not displayed when you next use that page.
The videos for the activities should be shown in the following sequence: green links, blue links, red links. Green links indicate the key question and the focus of the activity. Blue links explain the procedure and suggestions for implementation. Red links explain and summarize the learning inherent in the activity.
Comics are displayed in a slideshow format. Click on the forward arrow to progress through the frames.
Do not play the games from the interactive pdf. Find the game files on the CD and drag them to your desktop. The files can be distributed to student computers. Each game has a PC and Mac version. |
(from the catalog)
An investigation of topics including the history of mathematics, number systems, geometry, logic, probability, and statistics. There is an emphasis throughout on problem solving. Recommended for General Education.
Those happen to coincide with some of the NCTM (National Council of Teachers of Mathematics) ``standards'' for mathematics education. We have:
The students shall ...
...develop an appreciation of mathematics, its history and its applications.
...become confident in their own ability to do mathematics.
...become mathematical problem solvers.
...learn to communicate mathematical content.
...learn to reason mathematically.
General Education Course Objectives:
Thinking Skills: Students will ...
(a)
...explore writing numbers and performing calculations in various numeration system.
(b)
...solve simple linear equations.
(c)
...explore linear and exponential growth functions, including the use of logarithms, and be able to compare these two growth models.
(d)
...explore a few major concepts of Euclidean Geometry, focusing especially on the axiomatic-deductive nature of this mathematical system.
(e)
...develop an ability to use deductive reasoning, in the context of the rules of logic and syllogisms.
(f)
...explore the basics of probability.
(g)
...learn descriptive statistics, including making the connection between probability and normal distribution table.
(h)
...learn the basics of financial mathematics, including working with the formulas for compound interest, annuities, and loan amortizations.
(i)
...solve a variety of problems throughout the course which will require the application of several topics addressed during the course.
Communication Skills: Students will ...
(a)
...collect a portfolio during the course and write a reflection paper.
(b)
...do group work (labs and practice exams) throughout the course, which will involve both written and oral communication.
(c)
...turn in written solutions to occasional problems.
(d)
...write a mathematical autobiography.
Life Value Skills: Students will ...
(a)
...develop an appreciation for the intellectual honesty of deductive reasoning.
(b)
...listen with an open mind and respond with respect.
(c)
...understand the need to do one's own work, to honestly challenge oneself to master the material.
Cultural Skills: Students will ...
(a)
...explore a number of different numeration systems used by other cultures, such as the early Egyptian and Mayan peoples.
(b)
...develop an appreciation for the work of the Arab and Asian cultures in developing algebra during the European ``Dark Ages''.
(c)
...explore the contribution of the Greeks, especially in the areas of Logic and Geometry.
Aesthetic Skills: Students will ...
(a)
...develop an appreciation for the austere intellectual beauty of deductive reasoning.
(b)
...develop an appreciation for mathematical elegance.
Content:
This course is aimed at the needs of elementary education majors and as such is the first part of a three-course 12 credit sequence (MATH 155-255-355). This is a ``content'' course rather than a ``methods'' course (teaching methods are addressed in the latter two courses in the above sequence). It is what people generally call a ``Liberal Arts Mathematics Course'', meaning that it covers a wide variety of topics, has an emphasis on problem solving, and uses a historical and humanistic approach. Consequently, the course is considered appropriate for the general education requirements and is open to all students.
We plan to cover, with an appropriate selection, mainly the material from the first nine chapters of the textbook.
Course Philosophy and Procedure
Two key components of a success in the course are regular attendance and a fair amount of constant, every-day study. You should try to make sure that your total study time per week at least triples the time spent in classGrading will be based on three in-class exams, a cumulative final exam, class participation, take-home problems, projects, group practice exams and portfolios. I have not decided yet about the distribution of points among those, but I can assure that you will be required to work hard, and that you will have every opportunity to show what you have learned. My grading scale is
A=90%, AB=87%, B=80%, BC=77%, C=70%, CD=67%, D=60%.
There will be a few assignments not generally included in a mathematics course, but which will, I hope, make your experience in this class more well-rounded than in a typical algebra course. These include the following:
Mathematical Autobiography: Due Tuesday, September 7. Point value 25. This will be a 3-5 page paper in which you will explore your life as a math student. Try to be specific, and to reflect what method and styles worked for you in the classrooms throughout your K-12 career.
Portfolio: Due Friday, December 10. Point value: 50. During this course you will be working many problems, some of which will be ``breakthrough'' efforts, when you finally understood how to do something or which you are proud of because your write-up was so well done. You will chose FIVE problems along the way which you want to include in your portfolio; for each of these problems you will include a nicely organized re-write of the problem along with a brief reflection paper on why you chose that particular problem and on what you learned from the problem. Each of the five problems (the write-up and the reflection paper combined) will be worth 10 points. I expect at least one page for each problem.
Group Labs: At a number of points during the course you will be working on a ``lab'' in small groups. Even though you will be working in a group of three or four people, each person should turn in a paper. It is important that each person contributes their input into these labs. However, I expect you to write the turn-in paper all by yourself.
I am looking forward to explore this fascinating subject |
This mathematically rigorous introductory textbook is a complete teaching tool for turning students into logic designers in one semester. Assuming no prior knowledge of discrete mathematics, it covers combinational circuits, basic computer arithmetic, synchronous circuits, finite state machines, logical simulation, and an implementation of a simple RISC processor. The book features hundreds of examples and exercises and an extensive website with teaching slides and links to Logisim and a DLX assembly simulator. |
I have a friend here who is in high school, who is crazy about math and who wants to major in mathematics in college. She has already learned some of the college subjects but she wonders whether she has learned the right ones.
Would anybody who knows sometihng about college math curriculum kindly help her? She needs a detailed math curriculum (courses you must take if you are a math major in college) in time order. Many thanks to those who'd like to help. Thank youNot sure exactly what there is someone would need to know about the curriculum. I'm a Chem. Engr. but I was pretty familiar with a math major's schedule because I considered minoring in it...I never finished since I couldn't fit the the last two math electives in my course schedule since they had to be 4 credit courses rather than the 3 credits I always had room for.
Basically you have to take Calculus 1-4 as the main requirements the first two years, then the rest is up in the air because (also depending on the school) you basically pick and choose the math electives based on what you want to specialize in. Usually the required couses for Juniors and Seniors are some type of Geometry, and Modern/Linear Algebra courses. Except for Calc I-III, I don't think any order is really required...except upper level courses that are I and II also. Calc III and IV sometimes go by different names (ie, calc 4 = differential equations), and technically they don't require each other. I managed to take III and IV in the same semester.
it also depends on what schools you're talking about. i know virginia tech has two different math majors: calculatory and discrete (algebraic? i'm not sure which one's on the title), though that doesn't make too much of a difference in starting out...
Waterloo is also the home of MAPLE, which is 100 times better than Mathematica.
At my school, a math major takes the following required courses (plus some math electives to fulfill academic calender requirements):
Code:
year 1: calculus I (differentiation)
calculus II (integration)
a full-year course in programming (C++) <- it is helpful to know some of this before arriving at school, btw
year 2: calculus III (series, etc)
calculus IV (vector calc)
linear algebra I & II
year 3: differential equations I & II
a course or two on numerical analysis
year 4:
electives OR whatever your school is offering this year (ie. complex variables, applied math, geometry/topography, differential geometry)
You friend should be able to schedule a chat with one of his math profs to discuss his/her scheduling during his/her first year at school.
In your first two years, students take a sequence covering everything from one variable calculus through multivariable, differential equations, and linear algebra (20A-20F). The same course is taken by physicists and other science majors, and students can place out of it if they've taken Calculus before and do well on a placement exam.
Towards the end of their second year, students take 'Mathematical Reasoning' (109), a course giving an introduction to the basics of writing proofs and making arguments rigorous.
Their third and fourth year, students take upper division math classes (About 2 per term). The students have a fairly flexible selection (any courses above 100), but their courseload must include
1 year of an "Algebra" course (100ABC or 102/103). Not much relation to High School Algebra I and II, the course consists of studying what happens when we have operations which share some, but not all of the properties of addition or multiplication. For example, what if we have a function which is associative (a+(b+c)=(a+b)+c), has an identity(0+a=a), and is invertible (a+(-a)=0), but may not be commutative (a+b may not equal b+a)?
1 year of an "Analysis" course. Depending on the course chosen, this can be anything from just a MUCH more rigorous look at calculus (142 AB) to a study on how concepts like a distance function and continuity can be adapted to more general systems than the real numbers (140ABC).
Around the third and fourth year students do start to spread out a bit more depending on what their future plans are (people going on to graduate school tend to take the more abstract courses when they have a choice, people going into industry often do the reverse).
If your friend thinks she may have had some of the stuff before (especially above calculus) she probably would want to take to the Professor of whichever course she thinks she's had before skipping it. I've had a couple instances where I knew 80% of the content of a course before taking it, but if I tried skipping the course the other 20% would cause huge problems in the next math class I tried to take.
Bloody hell. If I'm understanding these links correctly, the stuff I'm studying as part of my CS degree here is second year material for math majors in the US. Have I mentioned how I hate the Technion lately?
Antrax _________________ After years of disappointment with get rich quick schemes, I know I'm gonna get rich with this scheme. And quick!
If it makes you feel any better, I had to take a few CS courses along the way to my math degree too (%$#% logic class). I think we were the exception rather than the rule though.
What kind of logic class?
Historically, many a computer science department was spun off from the math department (often not amicably), sometimes taking with it courses that were previously taught by the math department. Courses in computability theory, for instance, are based on mathematical work that predates all but the first few (or perhaps just all) computers, and were taught by the math department, but are now often taught by computer science. Similarly mathematical logic, incompleteness, formal languages, complexity theory, discrete math.
Yeah, the duality exists here regarding those courses, as well as a few others (for example, the dreaded combinatorics, where in the CS version of the course there's more focus on graph theory and especially trees). My problem is with stuff like advanced calc 2 (I took it this semester) which is basically multiple-variable functions, vectors, surface integrals and other crap like that, which has absolutely no bearing on anything I will ever do, and yet is compulsory.
Antrax _________________ After years of disappointment with get rich quick schemes, I know I'm gonna get rich with this scheme. And quick!
Combinatorics and graph theory - how could I forget those? I actually liked them quite a bit. Theorems about graphs, algorithms that work on graphs, proofs that they work, and their complexity - fun stuff. Traditional math courses would deal more with the just the graphs and less with algorithms that opearte on them.
antrax: don't blame it on technion. i was done with all the courses specified in lepton's post, minus the linear II and diff eq. II, by the end of my first year. required. in fact, i'd finished other courses, too.
most degrees will require many credits that you will never use in the future, and most tech-related degrees require lots of advanced math (which, of course, means you have to take the lesser maths as well)
You cannot post new topics in this forum You can reply to topics in this forum You cannot edit your posts in this forum You cannot delete your posts in this forum You cannot vote in polls in this forum |
Matrices
Mathcentre provide these resources which cover aspects of matrices, often used in the field of engineering. They include determinants, multiplying matrices, the inverse of a matrix and Cramer's rule, which uses determinants to solve simultaneous equations.
Comprehensive notes, with clear descriptions, for each resource are provided, together with relevant diagrams and examples. Students wishing to review, and consolidate, their knowledge and understanding of matrices |
Trevor Pythagoras Maths
Welcome to Trevor Pythagoras
Trevor Pythagoras is a site all about maths where you can ask questions, buy textbooks and read lessons in the different topics within maths at a range of levels primarily aimed at ages 15/16 (GCSE) to 18/19 (A Level and Further Maths A level). The content of the site is based upon the maths syllabus I studied in the UK from ages 15 to 18 but each lesson is independent so if you are studying a different syllabus you should still find the majority of the material applicable and can use the request a post or questions features to fill in the gaps. Don't hesitate to use the interactive parts of the site (as a student I have plenty of time to respond to comments and answer questions)
Using the links to the different sections across the top of the page you can find lessons on all the major topics. In each lesson there is a comments section allowing you to ask specific questions and expand upon the content. If you can't find a lesson on the topic you want you can request a post.
You can buy textbooks from trevorpythag.co.uk as we are a member of the amazon affiliate scheme meaning that your transaction is processed through amazon. You can find textbooks for all topics covered by the site as well as some more general books on maths and some that are beyond the scope of this site.
This newest feature of Trevor Pythagoras allows you to ask questions that can be answered by both the authors of the site and any visitors to the site (you must create an account before you can take advantage of this as an email address is required to notify you of answers). It also allows you to view questions that have been asked by other users.
Recent Lessons and Questions
The product rule allows us to differentiate the product of two or more functions provided we know how to differentiate each of the functions seperatley. If we can differentiate two functions f and g the derivative is This rule can be repeated so that we can differentiate the product of more than two functions for [...]
It is often useful to be able to take logs of something raised to a power or to move a number multiplying a log inside the log. To do this the rule below can be used: logabc = c logab For example, log(9) = log(32) = 2 log(3) This can be used to either take [...]
Since vectors have sign and magnitude they can't be written down as simply a a scalar (number). They can of course be given a symbol that we know represents a given vector, as we did in the introduction to vectors, but these can be difficult to work with. A common way is to use component [...]
Vectors can be a strange concept when you first start using them in maths of physics but they are actually simple once you get used to them. Whereas we are used to dealing with scalars (otherwise known as numbers) which simply have a size vectors have both size and "direction". That is vectors contain a [...] |
Book Description: With its use of multiple variables, functions, and formulas algebra can be confusing and overwhelming to learn and easy to forget. Perfect for students who need to review or reference critical concepts, Algebra I Essentials For Dummies provides content focused on key topics only, with discrete explanations of critical concepts taught in a typical Algebra I course, from functions and FOILs to quadratic and linear equations. This guide is also a perfect reference for parents who need to review critical algebra concepts as they help students with homework assignments, as well as for adult learners headed back into the classroom who just need a refresher of the core concepts.The Essentials For Dummies SeriesDummies is proud to present our new series, The Essentials For Dummies. Now students who are prepping for exams, preparing to study new material, or who just need a refresher can have a concise, easy-to-understand review guide that covers an entire course by concentrating solely on the most important concepts. From algebra and chemistry to grammar and Spanish, our expert authors focus on the skills students most need to succeed in a subject. |
Topics
Representations of functions as data sets and graphs, finding symbolic form through pattern building, function behaviors, and modeling
Overview
Scientists who study real-world relationships often gather numerical data as an integral part of the scientific process. The business person will do the same thing before making a decision that has monetary ramifications. The activities in this problem focus on identifying the type of function a data set might represent, finding the symbolic representation of a function through pattern building, and looking at behaviors of functions through a variety of real-world contexts.
The "Hook"
Given a data set, can I decide what "type" it is by looking at the data (numbers)? Might a graph help me decide what kind of function can best represent the data relationship? If I know what type it is, how do I find the symbolic representation of the data? Will the geometric behaviors of the relationship help me find a model (the symbolic representation)? Why is the symbolic representation of a data set important? That is, why might I need it? How could I use it?
The Investigation
The concept of function, when presented as a "topic" from a list of other topics to be "covered," has inherent difficulties. The notation for functions can be similar to equation notation, but different because you do not "solve" functions. Rather, you represent functions in numerical and graphical forms so you can analyze their behaviors. Knowing how to identify the behaviors of functions (increasing/decreasing, max/min, domain/range) will offer solutions to the related equations, help solve related inequalities, lead to factoring and other operations with polynomials, and provide tools for modeling 2-variable data sets.
Teaching Tips
All activities REQUIRE a graphing calculator.
Encourage students to look for patterns as they answer questions. There are opportunities to generalize based on patterns established in the questions. The ability to generalize may be more important than finding answers.
The student activities (except the modeling activities) are instructional in nature and do not require prerequisites other than the classroom activities.
Activities should be assigned to small groups, but individual student use is OK too.
Consider using the first student activity as a part of homework; that is, give it to students at the end of a class period and collect it at the beginning of the next class session – BEFORE you discuss functions in class. The 2nd-6th student activities should also be used in this fashion BEFORE you discuss the pertinent function behaviors in class.
The modeling activities may be assigned with a one-week deadline. Students are expected to work on them just as working adults may do – with an established deadline and access to resources and experts (maybe parents?) in order to complete the activities.
The data sets in the first activity are available in TI-83/84 Plus graphing calculator programs. When executed, they transfer the data to the list editor. |
printable chapters for review and extension
graphing and geometry software
computer demonstrations and simulations
statistics packages
video clips
For a complete list of all the active links on the MYP 4H
Matrices
25
I
Two variable analysis
27
1
Algebra (notation and equations)
29
A
Algebraic notation
30
B
Algebraic substitution
32
C
Linear equations
34
D
Rational equations
38
E
Linear inequations
40
F
Problem solving
43
G
Money and investment problems
45
H
Motion problems
47
I
Mixture problems
48
Review set 1A
49
Review set 1B
50
2
Indices
51
A
Index notation
52
B
Index laws
55
C
Exponential equations
61
D
Scientific notation (Standard form)
63
E
Rational (fractional) indices
66
Review set 2A
69
Review set 2B
70
3
Algebraic expansion and simplification
71
A
Collecting like terms
72
B
Product notation
73
C
The distributive law
75
D
The product (a + b)(c + d)
76
E
Difference of two squares
78
F
Perfect squares expansion
80
G
Further expansion
82
H
The binomial expansion
84
Review set 3A
85
Review set 3B
86
4
Radicals (surds)
87
A
Radicals on a number line
88
B
Operations with radicals
89
C
Expansions with radicals
93
D
Division by radicals
96
Review set 4A
99
Review set 4B
100
5
Sets and Venn diagrams
101
A
Sets
102
B
Special number sets
104
C
Set builder notation
105
D
Complement of sets
106
E
Venn diagrams
108
Review set 5A
115
Review set 5B
116
6
Coordinate geometry
117
A
The distance between two points
119
B
Midpoints
122
C
Gradient (or slope)
124
D
Using gradients
128
E
Using coordinate geometry
129
F
Vertical and horizontal lines
131
G
Equations of straight lines
132
H
The general form of a line
136
I
Points on lines
138
J
Where lines meet
139
Review set 6A
141
Review set 6B
142
7
Mensuration
145
A
Error
147
B
Length and perimeter
149
C
Area
156
D
Surface area
162
E
Volume and capacity
167
Review set 7A
174
Review set 7B
175
8
Quadratic factorisation
177
A
Factorisation by removal of common factors
178
B
Difference of two squares factorisation
180
C
Perfect square factorisation
182
D
Factorising expressions with four terms
183
E
Quadratic trinomial factorisation
184
F
Miscellaneous factorisation
186
G
Factorisation of ax2+bx+c (a ≠ 1)
186
Review set 8A
191
Review set 8B
191
9
Statistics
193
A
Discrete numerical data
195
B
Continuous numerical data
199
C
Measuring the middle of a data set
201
D
Measuring the spread of data
206
E
Box-and-whisker plots
209
F
Grouped continuous data
212
G
Cumulative data
214
Review set 9A
217
Review set 9B
217
10
Probability
219
A
Experimental probability
221
B
Probabilities from data
222
C
Life tables
224
D
Sample spaces
226
E
Theoretical probability
227
F
Using 2-dimensional grids
229
G
Compound events
230
H
Events and Venn diagrams
233
I
Expectation
237
Review set 10A
239
Review set 10B
240
11
Financial mathematics
241
A
Business calculations
242
B
Appreciation
248
C
Compound interest
250
D
Depreciation
255
E
Borrowing
258
Review set 11A
265
Review set 11B
265
12
Trigonometry
267
A
Using scale diagrams
268
B
Labelling triangles
269
C
The trigonometric ratios
270
D
Trigonometric problem solving
275
E
Bearings
279
F
3-dimensional problem solving
282
Review set 12A
285
Review set 12B
286
13
Formulae
289
A
Substituting into formulae
290
B
Rearranging formulae
293
C
Constructing formulae
295
D
Formulae by induction
298
Review set 13A
301
Review set 13B
302
14
Comparing numerical data
303
A
Graphical comparison
304
B
Parallel boxplots
306
C
A statistical project
311
Review set 14A
312
Review set 14B
313
15
Transformation geometry
315
A
Translations
318
B
Rotations
320
C
Reflections
324
D
Enlargements and reductions
329
E
Tessellations
333
Review set 15A
337
Review set 15B
338
16
Quadratic equations
339
A
Quadratic equations of the form x2=k
341
B
The Null Factor law
342
C
Solution by factorisation
343
D
Completing the square
346
E
Problem solving
349
Review set 16A
351
Review set 16B
352
17
Simultaneous equations
353
A
Linear simultaneous equations
354
B
Problem solving
358
C
Non-linear simultaneous equations
362
Review set 17A
365
Review set 17B
365
18
Matrices
367
A
Matrix size and construction
368
B
Matrix equality
371
C
Addition and subtraction of matrices
372
D
Scalar multiplication
375
E
Matrix multiplication
376
F
Matrices using technology
378
Review set 18A
380
Review set 18B
381
19
Quadratic functions
383
A
Quadratic functions
384
B
Graphs of quadratic functions
387
C
Using transformations to sketch quadratics
391
D
Graphing by completing the square
393
E
Axes intercepts
394
F
Quadratic graphs
397
G
Maximum and minimum values of quadratics
399
Review set 19A
401
Review set 19B
402
20
Tree diagrams and binomial probabilities
403
A
Sample spaces using tree diagrams
404
B
Probabilities from tree diagrams
405
C
Binomial probabilities
411
Review set 20A
416
Review set 20B
417
21
Algebraic fractions
419
A
Evaluating algebraic fractions
420
B
Simplifying algebraic fractions
421
C
Multiplying and dividing algebraic fractions
427
D
Adding and subtracting algebraic fractions
429
E
More complicated fractions
432
Review set 21A
433
Review set 21B
434
22
Other functions: their graphs and uses
435
A
Exponential functions
436
B
Graphing simple exponential functions
437
C
Growth problems
440
D
Decay problems
442
E
Simple rational functions
444
F
Optimisation with rational functions
447
G
Unfamiliar functions
449
Review set 22A
450
Review set 22B
451
23
Vectors
453
A
Vector representation
455
B
Lengths of vectors
456
C
Equal vectors
458
D
Vector addition
459
E
Multiplying vectors by a number
463
F
Vector subtraction
465
G
The direction of a vector
467
H
Problem solving by vector addition
469
Review set 23A
471
Review set 23B
472
24
Deductive geometry
473
A
Review of facts and theorems
475
B
Circle theorems
479
C
Congruent triangles
485
D
Similar triangles
488
E
Problem solving with similar triangles
492
F
The midpoint theorem
494
G
Euler's rule
496
Review set 24A
498
Review set 24B
499
25
Non-right angled triangle trigonometry
501
A
The unit quarter circle
502
B
Obtuse angles
505
C
Area of a triangle using sine
507
D
The sine rule
508
E
The cosine rule
512
F
Problem solving with the sine and cosine rules
514
Review set 25A
516
Review set 25B
517
26
Variation
CD
A
Direct variation
CD
B
Inverse variation
CD
Review set 26A
CD
Review set 26B
CD
27
Two variable analysis
CD
A
Correlation
CD
B
Pearson's correlation coefficient, r
CD
C
Line of best fit by eye
CD
D
Linear regression
CD
Review set 27A
CD
Review set 27B
CD
28
Logic
CD
A
Propositions
CD
B
Compound statements
CD
C
Constructing truth tables
CD
Review set 28A
CD
Review set 28B
CD
Answers
523
Index
573 Indices (p. 69)
Chess board calculations
Approaches to learning/Human ingenuity
Chapter 4: Radicals (surds) (p. 99)
How a calculator calculates rational numbers
Human ingenuity
Chapter 7: Mensuration (p. 174)
What shape container should we use?
Approaches to learning/The environment
Chapter 8: Quadratic factorisation (p. 191)
The golden ratio
Human ingenuity
Chapter 11: Financial mathematics (p. 265)
Paying off a mortgage
Health and social education
Chapter 13: Formulae (p. 300)
Induction dangers
Human ingenuity/Approaches to learning
Chapter 15: Transformation geometry (p. 336)
What determines coin sizes?
Human ingenuity
Chapter 17: Simultaneous equations (p. 365)
Solving 3 by 3 systems
Human ingenuity
Chapter 19: Quadratic functions (p. 401)
Maximising areas of enclosures
Human ingenuity/The environment
Chapter 20: Tree diagrams and binomial probabilities (p. 416)
Why casinos always win
Health and social education
Chapter 22: Other functions: their graphs and uses (p. 450)
Carbon dating
The environment
Chapter 24: Deductive geometry (p. 498)
Finding the centre of a circle
Approaches to learning
Foreword
This book may be used as a general textbook at about 9th Grade (or Year 9) level in classes where
students are expected to complete a rigorous course in Mathematics. It is the fourth IB The text is notTo avoid producing a book that would be too bulky for students, we have presented these chapters on the
CD as printable pages:
Chapter 26: Variation
Chapter 27: Two variable analysis
Chapter 28: Logic
The above were selected because the content could be regarded as extension material for most 9th Grade
(or Year 9) students |
Parts of the web page to be completed or determined by the instructor are in green.
Catalogue Description and Prerequisites
MA 111 Calculus I 5R-0L-5C F Calculus and analytic geometry in the plane. Algebraic and transcendental functions. Limits and continuity. Differentiation, geometric and physical interpretations of the derivative, Newton's method. Introduction to integration and the Fundamental Theorem of Calculus.
Prerequisite: It is assumed that the student has a mastery of high school algebra, pre-calculus and trigonometry concepts.
Course Goals
Introduce students to differential calculus and beginning integration,
including anti-derivatives and the Fundamental Theorem of Calculus; see
topics 1, 2, 3, and 5 below in Topics Covered below for specific topics.
Introduce students to the application of differential calculus and beginning
integration in science and engineering; see topics 4 and 5 below in Topics
Covered.
Develop student mathematical modeling and problem solving skills.
Develop student ability to use a computer algebra system (CAS) to aid
in the analysis of quantitative problems. This includes (but is certainly
not limited to) mastery of the commands listed in Performance Standards
below.
Develop student ability to communicate mathematically.
Introduce applications of mathematics, especially to science and engineering.
Textbook and other required materials
Textbook: Thomas' Calculus - Early Transcendentals
Twelfth Edition - Weir, Hass Supplement: Just in Time - bundled with text. Computer Usage: Maple14 must be available on your laptop
Course Topics
Functions and Pre-Calculus review
Graph of a function y=f(x), domain/range.
Properties of functions and graphs, e.g., increasing/decreasing intervals,
local max/min.
Course Requirements and Policies
Computer Usage
Students will be expected to demonstrate a minimal level of competency with a relevant computer algebra system. The computer algebra system will be an integral part of the course and will be used regularly in class work, in homework assignments and during quizzes/exams. Students will also be expected to demonstrate the ability to perform certain elementary computations by hand. (See Performance Standards below.)
Performance Standards/Final Exam Policy
With regard to be "by hands" computational skills, each student should be able to
Final Exam Policies
The final exam will consist of two parts. The first part will be "by hands" (paper, pencil). No computing devices (calculators/computers) will be allowed during the first part of the final exam. This part of the exam will cover both computational fundamentals as well as some conceptual interpretation, though the level of difficulty and depth of conceptual interpretation must take into account that this part of the exam will be shorter than the second part of the exam. The laptop, starting with a blank Maple work sheet, and a calculator, may be used during the second part of the exam. No "cheat sheets", prepared Maple worksheets or prepared program on the calculator may be used. The second part of the exams will cover all skills: concepts, calculation, modeling, problem solving, and interpretation.
Individual Instructor Policies
Your instructor will determine the following for your class:
the grading scheme, based on the various course components.
the number and format of hour exams, quizzes, homework assignments, in class assignments, and projects,
the policies governing the work items above, e.g.,
all policies for classroom procedure, including group work, class participation, laptop use and attendance*.
*Note that most instructors will enforce some type of grade penalty for students with more than four unexcused absences. |
Master the Art of Solving Mathematical ProblemsAccess 500 high quality recorded classes to cover important topics in IIT-JEE/AIEEE/ISEET : Algebra, Calculus, and Coordinate Geometry!
Designed to help you the three important topics in Mathematics: Algebra, Calculus, and Coordinate Geometry, this Master Art of Solving Mathematical Problems online course solves all your Mathematical troubles in 500 recorded sessions.
In this course you get:
500 high quality short-duration video recordings
Each recording will discuss a particular Mathematical problem which is sufficiently advanced to exhibit the application of a number of concepts, and at the same time being relevant to the target audience
Very high quality help notes for each topic
These videos will help you master the art of problem solving
Recordings available for 2 years
Course covers three topics:
Part-1: Algebra (180 problems)
Part-2: Calculus (170 problems)
Part-3: Coordinate Geometry (150 problems)
This course will be helpful for:
High school mathematics students around the world
Students of classes 11th and 12th in India
Students preparing for the IIT-JEE / AIEEE / ISEET (proposed)
Mathematics teachers at the high school level
Mathematics enthusiasts
What's in the course:
500 Recorded Classes
I doubt clearing session every fortnight
20 PDFs
Course outline:
a. Algebra
General Algebra
Complex Numbers
Equations and Inequalities
Permutations and Combinations
Binomial Theorem
Probability
Matrices and Determinants
Vector Algebra
b. Geometry
Straight Lines
Circles
Parabola
Ellipse
Hyperbola
3-D Geometry
Trigonometry
c. Calculus
Functions
Limits
Continuity and Differentiability
Applications of Derivatives
Indefinite Integration
Definite Integration
Areas and Volumes
Differential Equations
Prakash as of now is working as an IAS officer has created the content for this course before he joined the service while the instruction of this course has been carried out by Manan.
About the instructors:
Prakash Rajpurohit
Prakash Rajpurohit is presently working as an Assistant Collector in Alwar District. He is one of the highest all time totals in Mathematics scorer in IAS optional examination. He has done his B.Tech in Electrical Engineering from the prestigious IIT Delhi. He holds 5+ years of Mathematics teaching experience to IIT-JEE/IAS aspirants.
Achievements:
All India Rank-4, IIT JEE 2003
All India Rank-2, IAS examination 2009
He lives in Rajasthan, India.
Manan Khurana
Manan Khurma holds 7+ years of Mathematics teaching experience to IIT-JEE aspirants. He has done his B.Tech in Electrical Engineering from IIT, Delhi. He is also working as a Project Scientist in Physics Department, IIT, Delhi. |
Any student of linear algebra will welcome this textbook, which provides a thorough treatment of this key topic. Blending practice and theory, the book enables the reader to learn and comprehend the standard methods, with an emphasis on understanding how they actually work. At every stage, the authors are careful to ensure that the discussion is no more complicated or abstract than it needs to be, and focuses on the fundamental topics. The book is ideal as a course text or for self-study. Instructors can draw on the many examples and exercises to supplement their own assignments. End-of-chapter sections summarise the material to help students consolidate their learning as they progress through the book. |
Nine PlanetsA Multimedia Tour of the Solar System: one star, eight planets, and more
Search for Lancaster, TX GeometryI began studying linear algebra during high school as part of my algebra II and pre-calculus classes. During college I continued my study with courses in linear algebra and abstract algebra. In those courses I worked with the properties of fields, vector spaces and linear subspaces.
...It can be a little confusing when math suddenly has more steps and concepts than the years before, but what you learn in pre-Algebra will lead into higher math. A solid grasp of pre-Algebra can change your entire academic life! In pre-Algebra, understanding WHY a solution works is very important. |
ALGEBRA 1 The first semester of the first year of algebra presents a study of symbols and sets, variables, properties of the natural and real numbers, operations with monomials and polynomials, linear equations and inequalities in one or two variables, polynomials and factoring. GRADE LEVEL:9 - 12 PREREQUISITES:None
ALGEBRA 2 The second semester of the first year of algebra covers the study of polynomials, factoring, graphing and solutions of systems of equations or inequalities, operations on rational expressions, properties of exponents and radicals, the solutions of quadratic equations, probability and statistics, and elementary trigonometry. GRADE LEVEL:9 - 12 PREREQUISITES:Passing Grade in Algebra 1
ACCELERATED MATH 1H & 2H.
This is a continuation of a first year Algebra. It is similar to Advanced Algebra 1 & 2 with the distinction that students will go at a faster pace, cover more material, and do more difficult problems. This course has a focus on relations and functions, the solution of systems of equations and inequalities, the complex number plane, quadratic functions, the study of real number exponents, exponential and logarithmic functions, and rational algebraic functions. The course also includes sequences and series, binomial theorem, probability and data analysis, introductory right triangle trigonometry, graphs of functions and their inverses, rational and irrational algebraic functions, complex numbers, and probability. GRADE LEVEL:Strong Algebra mastery shown during Placement testing.
GEOMETRY 2 This continuation of Geometry 1 covers the study of polygonal regions and their areas, similar triangles, circles and spheres, polygons, circumference and the area of circles, elementary plane coordinate geometry proofs, geometric constructions, volumes of solids and elementary trigonometry. GRADE LEVEL:9 - 12 PREREQUISITES:Passing grade in Geometry 1 or 1H
GEOMETRY 1H & 2H The Honors Geometry Course takes a logically rigorous theoretical approach towards fulfilling all of the California Standards for Geometry. Methods of proof include direct two-column, indirect, proofs by coordinate geometry, mathematical induction, and proofs of constructions. Straightedge and compass constructions are learned throughout the course as their supporting theorems are introduced. Challenging construction problems are assigned to promote critical thinking skills and group discussions. Both two and three dimensional geometry, equations of circles (but not other conic sections) are covered. Trigonometric functions over the real numbers are introduced. Students learn radian measures as well as degrees. Identities are covered up to and including addition formulas for sine and cosine: sin(a + b), etc. Transformations are covered and polar coordinates are briefly introduced. Logarithms are reviewed at the end of the year, including an introduction to the natural log. GRADE LEVEL: 10 PREREQUISITES: B or better in Accelerated Math 2H
ADVANCED ALGEBRA 1 This continuation of the first year algebra devotes its study to relations and functions, the solution of systems of equations and inequalities, the complex number plane, quadratic functions, the study of real number exponents, exponential and logarithmic functions, and rational algebraic functions. GRADE LEVEL:10 - 12 PREREQUISITES:Passing grade in Geometry 2
PRECALCULUS 1 An in-depth study of trigonometry which includes periodic functions, trigonometric functions and their graphs, trigonometric identities, inverse trigonometric functions and graphs, and laws of sines and cosines. GRADE LEVEL:11-12 PREREQUISITES:Passing grade in Advanced Algebra 2 or Completion of Geometry and Accelerated Math with a score of proficient or above on the Algebra 2 California Standards Test
PRECALCULUS 1H & 2H These courses cover all topics in the California State Framework for Trigonometry and Mathematical Analysis with the increased depth expected in an Honors course. In addition during the fall the following 3-D vector areas are covered: equations of planes; direction cosines and direction angles; vector and symmetric equations of lines in space; and distance from a point to a plane or line in space. During spring additional topics include parametric equations of conics, applications of parametric equations, and equations of surfaces in space including surfaces of revolution and quadratic surfaces. GRADE LEVEL: 11 PREREQUISITES:Grade of B or better in Geometry 1H or A grades in Geometry & Advanced Algebra and recommendation of Advanced Algebra instructor.
COMPUTER PROGRAMMING 1 This one-semester course teaches students how to create their own Java software for both computers and cell phones. It covers the fundamentals of computer programming within a visual context using both two and three dimensional computer graphics. No prior programming
experience required. Course concepts include: problem solving techniques, program design, control structures, functions, loops, data
structures, computer graphics, algorithms, programming environment, HTML and cell phone programming. The course uses free Java software
available for download from Processing.org.
GRADE LEVEL: 10 - 12 PREREQUISITES: None
COMPUTER PROGRAMMING 2 This one semester course is a continuation of the concepts and principles introduced in Computer Programming 1, using Python as the programming platform. Topics covered will include classes, objects, arrays, event driven programming, GUIs, recursion, fractals and an object-oriented approach to problem-solving and program development. GRADE LEVEL: 10 - 12 PREREQUISITES: Computer Programming 1
AP COMPUTER SCIENCE
This two semester course sequence prepares students for the College Board Advanced Placement exam in Computer Science. Topics covered will include the APCS Java subset, Searching, Sorting, Object Oriented Programming, Data Structures, and Analysis in the timing and efficiency of Algorithms. Free Java software is provided.
GRADE LEVEL: 10 - 12 PREREQUISITES: Requires grade of B or better in Computer Programming 1 or 2, or passing a basic test of programming in Java or C+.
COMPUTER SCIENCE PRINCIPLES
This one semester course is based on the same curriculum used in the first semester CS10 Computer Science course that is taught at UC Berkeley. Eventually, this course will prepare students to take a new AP Computer Science Principles exam that will be offered for the first time in the Spring of 2017. Students will learn to program using the Snap programming language, The course also covers some of the "Big Ideas" of computing, such as abstraction, design, recursion, concurrency, simulations, and the history, future and limits of computation.
GRADE LEVEL: 10 - 12 PREREQUISITES: None
COMPUTER & ROBOTICS TECHNOLOGY
This two semester course is designed for students who want to participate in Lowell's FIRST Robotics Team. Students who take this course will be expected to take Mr. Cooley's year long Robotics Engineering course the following year.
Topics in the Computer & Robotics Technology course include:
Safety and Environmental Issues
Safe tool use and shop training for the following power tools
Hand Drill
Jigsaw
Lathe
Mill
Band Saw
Drill Press
Circular Saw
Networks
Personal Computers and Components
Robot components and subsystems
Basic Electronics, Circuits and Soldering
Communication and Professionalism
Public Relations
Fund raising
Operating Systems
CAD design
Programming
Laptop and Portable Devices
Printers and Scanners
Security
Preventive Maintenance and Trouble shooting
Examinations & Practical Applications
GRADE LEVEL: 9 - 12 PREREQUISITES: None This policy applies to all acts relatd to school activity or school attendance occuring within a school under the jurisdiction of the superintendent of the school district (Education Code 234.1) |
Objectives and Goals
This course is designed to introduce first-year graduate student
to mathematical concepts and tools needed for research, and more
advanced math courses. The subject exposes the students to the
level of mathematical rigor required for doctoral research. It
helps students acquire the mathematical methods and tools for
other graduate course (particularly E&M, QM and SM),
necessary research while earning their Ph.D.'s, and
understanding journals and papers (e.g. PRLs) necessary for
their study. This course also introduces the students to the
mathematical tool, Mathematica.
Methods and Approach
Format:
This course is taught through 75-minute lectures (2 per week),
a one-hour computer lab (one per week), and weekly homework
sets. Lectures generally involve blackboard presentations and
demonstrations by the professor. Computer lab and recitations
involve practice with Mathematica and its applications.
Homework sets generally consist of 8-10 problems designed to
take approximately 10 hours of concentrated effort to
complete. Students are encouraged to discuss the homework
with their peers, but first they have to made a reasonable
effort to find the main idea on their own. They are required
to write solutions independently and understand them.
Students are responsible for all material covered in the
lectures and in the homework problems (the Mathematica
notebook). Some concepts and applications that are essential
for future courses are covered only in the homework. |
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Lecture Description
Age word problems.
Course Description
Topics covered from very basic algebra all the way through algebra II. This is the best algebra playlist to start at if you've never seen algebra before. Once you get your feet wet, you may want to try some of the videos in the "Algebra I Worked Examples" |
One of my goals as a teacher is to enable you to know yourself as a thinker and learner and for you to come to understand what it means to truly know something. The less you need me to direct your education, the greater the potential there is for you to discover new "ways of knowing." An essential prerequisite to this is that you must be a responsible student who comes to class ready to learn. A teacher plays a crucial role in the quality of your education, but your sense of purpose will determine whether or not you reach your potential. I want you to consider the following questions throughout this course:
1. Do you attend classes on a regular basis?
2. Are you on time to class?
3. Are you prepared for class?
4. Do you do your homework regularly?
5. Do you pay attention in class, participate in discussions and ask relevant questions?
6. Do you treat all other students with respect and allow for open discussion?
7. If you are absent, do you make an effort to call someone in the class to find out what was discussed and what you need to do to be prepared for the next class?
8. Do you seek extra-help as soon as possible if you did not understand something in class? (either from another student or me)
9. If you miss a quiz or test, do you take the initiative to arrange a make-up?
If you have answered YES to all of the questions above then I am confident you will succeed in this course. If you were unable to answer YES to some of the questions above then the time has come for you to make some important changes. I will do my best to ensure that this course meets your expectations and I am sure that you will do your best to meet mine.
Organization...
I recommend that you use a three-ring binder with tabs to organize your notes, homework, returned tests and quizzes, and handouts that you will receive for activities and explorations that we do in this course. Of course it is fine if you have some other "tried and true" system that works for you!
Web Site...
I maintain a web site that you can access at You can also navigate to the high school web page and then select the link to the Mathematics Department which lists all of the teachers. My web site will serve as a syllabus and assignment guide. The homework assignments will be listed on the day it is assigned and it will be due the next time class meets unless stated otherwise.
FirstClass Conference, E-mail, and LHS Server Folder…
You must have a FirstClass account so that you can access our Honors Geometry class conference as well as receive e-mail. You may set your preferences to automatically forward your FirstClass e-mail to another account ([email protected] for example) if you prefer to read your FirstClass e-mail from your personal e-mail account. Additionally, you must have a student account so that you are able to save to the high school server when we are working in a computer lab or with laptops in our classroom. If you are unsure of your username and/or
password, ask a librarian in the LHS Library.
Grading practices...
The grading in this course will be based on a variety of assessments. Please note that the given percentages are approximations and may vary by as much as 10% depending on the nature of the assessments in a particular quarter.
TESTS will be given after the completion of a unit or chapter. This will occur periodically (every two to three weeks) and will be graded using letter grades (A, B, C, D, or F with plus/minus). Tests will be announced about a week in advance.
QUIZZES will be given at "bite-size" intervals if the material for any particular unit is especially difficult or lengthy. Quizzes will generally be announced at least three days in advance but there will occasionally be unannounced short quizzes worth 5 to 10 points. TESTSand QUIZZES will be worth 60% of your grade. Tests and quizzes must be made up the day you return after a one-day absence.
In addition to tests and quizzes, in each quarter there will be assessments based on some combination of lab "write–ups," problem-solving sessions, research projects, journal entries, and a mathematics portfolio of your work that you will develop throughout the year. These ALTERNATIVE ASSESSMENTS will be worth 20%of your grade.
Since the quality of your learning is dependent on the level of commitment you make to working on mathematics outside of school as well as in class, HOMEWORK will be worth 10% of your grade.
To allow for flexibility, I also give a letter grade (A, B, C, D, or F) for PARTICIPATION which will be worth 10% of your grade. In determining this grade, I consider attendance, punctuality, in-class work, attitude, behavior, and whether or not you sought extra-help when you needed it. In short, I ask myself if you were a responsible student that enhanced both the teaching and learning in this course.
A departmental FINAL EXAM is administered at the end of the fourth quarter. The final exam grade as well as the four quarter grades are used to determine your FINAL GRADE for the course. The FINAL EXAM can be weighted no more than 20% of your FINAL GRADE.
Academic Integrity and Honor Code...
You will have an opportunity to discuss the Lexington Honor Code and related Reporting and Awareness Bill in your homeroom. I expect that you adhere to the guidelines outlined in these documents and that you maintain the highest academic integrity at all times. I will make it very clear if any form of collaboration or use of outside resources is permissible on assignments, projects, and assessments. If you are unsure, then it is your responsibility to seek clarification from me.
Contact information...
If you have any questions or concerns, please feel free to ask me at any time. My office is located in Room 711 of the Mathematics Building. My e-mail address is [email protected]. |
Unit specification
Aims
The programme unit aims to introduce the basic ideas of metric spaces.
Brief description
A metric space is a set together with a good definition of the distance between each pair of points in the set. Metric spaces occur naturally in many parts of mathematics, including geometry, fractal geometry, topology, functional analysis and number theory. This lecture course will present the basic ideas of the theory, and illustrate them with a wealth of examples and applications.
This course unit is strongly recommended to all students who intend to study pure mathematics and is relevant to all course units involving advanced calculus or topology.
Intended learning outcomes
On completion of this unit successful students will be able to:
deal with various examples of metric spaces;
have some familiarity with continuous maps;
work with compact sets in Euclidean space;
work with completeness;
apply the ideas of metric spaces to other areas of mathematics.
Future topics requiring this course unit
A wide range of course units in analysis, dynamical systems, geometry, number theory and topology. |
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Modules
MTH4104 Introduction to Algebra
Description
This module is an introduction to the basic notions of algebra, such as sets, numbers, matrices, polynomials and permutations. It not only introduces the topics, but shows how they form examples of abstract mathematical structures such as groups, rings and fields, and how algebra can be developed on an axiomatic foundation. Thus, the notions of definition, theorem and proof, example and counterexample are described. The module is an introduction to later modules in algebra. |
Office Hours
Office hours are for going over problems that you are having
with homework, tests, or lectures you have attended. They are not
for making up missed lectures. Coming to class is your
responsibility and lecture material will be crucial to course
development and your success.
Course Description
Math 248 is a unique course, in which 1) you will learn to program in
MATLAB and 2) you will write
efficient and well-structured programs to perform a variety of
numerical tasks: find the roots of a nonlinear
equation, find the solution of a linear system of equations,
numerically evaluate a definite integral, and
determine and evaluate an interpolating polynomial. The relative
emphases on these two objectives will
be approximately 1/3 to 2/3. Most people, even those proficient
in the daily use of computers, are
unaware that computers can sometimes provide inaccurate or erroneous
results, even when they are
functioning correctly. Consequently, we will spend a good deal of
effort identifying sources of error and
performing error analyses. When all is said and done, you will not only
be able to program numerical
algorithms, you will be able to argue that your answers are (almost)
correct! Prerequisite: MATH 236, or
corequisite MATH 236 and consent of instructor. This course is not
open to students who have previously earned credit in MATH/CS 448.
Objectives
Learn stuctured programming in MATLAB
Program useful algorithms for performing numerical tasks as mentioned
above
Solve real world problems using the aforementioned techniques
Develop critical thinking and problem-solving skills
Grading
Homework (weekly)
35%
Programming Assignments (2)
30%
Exams (2)
20%
Final Exam
15%
Note: All assignments factor into your grade. This means: no
grades will be dropped.
Your weighted average (as a percentage) determines your grade for the
class on the standard 10pt scale (i.e. 100-90 = A to A-, 89-80 = B+ to
B-, 79-70 = C+ to C-, 69-60 = D, below 60 = F). The grades for this class
are generally not curved.
Homework
It is impossible to learn to program without getting your hands dirty.
Homework assigned will be a combination of computer programming and pencil
problems. Homework will be collected electronically. All assignments
are to be emailed to [email protected]. You must
send it from your JMU account for it to be received.
To receive proper credit, you must name your files according to the naming
convention given on the assignment. Assignments are due
by 11:59pm on the due date. For example, if your assignment is
due 1/20, then
it must be submitted by 11:59pm 1/20. Unless announced,
Late homework will be accepted up to
one date late with 20% penalty. No homework will be accepted more than
one day past the due date.
The format for submitting HW will be specified on the assignment.
You will be graded on the submission instructions, clarity, programming
style, functionality, and efficiency.
NOTE:[email protected] is an account solely setup for the
purposes of sending completed HW assignments. Do not attempt to contact me
with this email or send text. You may contact me through my email address
listed at the top of this document.
Projects
There will be two programming projects. These are of a larger-scale
than the weekly HW assignments. These assignments be in general
by quite challenging and will take most students a LARGE
block of time to complete properly. To minimize late nights in the lab,
it is paramount to get started on these assignments right away.
The last few days prior to the due date should be devoted primarily
to the writeup. If your program is not completed at least a few days before the due date, your writeup will suffer and it will show.
Specific instructions and submission
criteria will come later.
Exams
There will be two exams given during the semester and a final exam.
A portion of exam 1 and the final exam including writing code. The coding
portions are open-notes and are conducted on separate days. The written
portions are close-notes.
The Final Exam is mandatory, and unless you have documentation of
extenuating circumstances, you cannot pass the class if you do not
take the final.
Attendance
Attendance is one of the most important aspects of any mathematics
course. There is a strong correlation between attendance and success.
If you have extended illness or other extenuating circumstances that
prevent you from attending daily, you should contact me as soon as possible.
Bonus Points
Bonus points will be awarded sporadically throughout the semester.
These include attending
department colloquia (Mondays 3:45-4:45pm),
turning in dept problem of the week, or attending the
MAA Section Meeting
at JMU in April (more on this later).
Academic Integrity
Honesty with oneself and with others is of utmost importance in life.
We will strictly abide by the
JMU Honor Code. Any breach of the honor code results in failure
in this course. I encourage working in groups but not copying in groups.
Functionally or logically identical programs are considered violations
of the honor code to be prosecuted rigorously. If you have any questions
about what does or does not fit under the umbrella of academic integrity,
please contact me.
Words of Wisdom
Advice from Spring 2007 248 students:
Be prepared to dedicate a lot of time to this course. Really understand the material backwards and forwards for the tests because it is not enough to just know the formulas and plug and chug to get answers. Don't be afraid to ask questions and get help; office hours are your friends.
Do not put things off to the last minute, this is NOT a class you can procrastinate in.
The first few weeks, you will think that you will fail the class. It does take a lot of work and you must stay on top of your assignments from the beginning. Study really hard for the two exams and put forth a lot of effort on the labs and projects and you'll be fine.
Ask questions in class till you COMPLETELY understand the concept. This will really help when it comes to exams.
Spend plenty of time in the lab and do not wait until the night before to do assignments. Start on the programming assignments as soon as they are assigned. Do not be afraid go talk to the professor.
This class is what you make of it. |
Overview
Algebra
This section usually accounts for 20% to 25% of the quant section. The most important key algebra topic that has been asked repeatedly in GMAT tests are solving various equations and word problems. The algebra section is very critical for getting high GMAT score.
Topics and Examples
Understanding and being able to set up and solve equations is a large part of every mathematics course and therefore you can bet it'll take up a significant portion of the GMAT quant section. The idea is quite simple- you need to be able to convert a word problem into an equation, and solve it. Here is a sample question:
I have a piece of wire that is 50 feet long. I cut it into two pieces, and one of the pieces is 13 feet longer than the other. What is the length of the shorter piece?
Let's set up an equation first. Say S is the length of the shorter piece. Then, since the longer piece is 13 feet longer, it'll be S + 13. Now, the total length is 50, so , so feet.
This is a very straightforward example. You will also need to be able to handle polynomials, solve two simultaneous equations in two variables, second-degree equations, and inequalities. Here is a slightly more complicatde example:
If , find .
This is pretty easy. Just multiply both sides by 3 + 2x to get , so . Dividing everything by 2, you find that .
You will have to be able to solve these and other similar types of questions if you want to ace the GMAT. To improve your score, why not try out some of our practice tests? |
Introduction to Algebra
Search Other PPD Courses
Develop a rich understanding of the rudiments of algebra in a relaxed and supportive learning environment. This course will help you understand some of the most important algebraic concepts, including orders of operation, units of measurement, scientific notation, algebraic equations, inequalities with one variable, and applications of rational numbers.
An emphasis on practical applications for your newfound skills will help you learn to reason in a real-world context. As a result, you will acquire a wide variety of basic skills that will help you find solutions to almost any problem.
This unique and thought-provoking course integrates algebra with many other areas of study, including history, biology, geography, business, government, and more. By the time you finish this course, you will understand how algebra is relevant to almost every aspect of your daily life.For complete course details, please visit the ed2go Online Career Training web site. |
Complex Numbers
Rose Caldwell, Carolyn Foster, Grace Williams,
Barbara Ziegenhals, and Marcia Zrubek
Abstract: Chaos and dynamical systems are current topics in mathematics, and complex numbers are critical to their study. This unit develops the graphing of complex numbers, uses iterations, and culminates in a construction of the Mandelbrot Set. It is composed of three activities appropriate for an Algebra II or precalculus class and is intended to be used as a group activity to complement the study of complex numbers. It is recommended that the students have prior knowledge of operations with complex numbers and have experience iterating functions.The three activities are:
1.Graphing Products of Complex Numbers
2.Iterative Multiplication of Complex Numbers
3.Creating the Mandelbrot Set
Activity I: Graphing Products of Complex Numbers
Supplies: protractor, ruler, and cm grid paper
Any complex number of the form x+yi can be graphed as the point (x, y) on the coordinate plane where the normal x-axis is considered the real-axis and the normal y-axis is considered the imaginary-axis. To plot a complex number on this new version of the coordinate plane, locate the point whose coordinates are the real part and the coefficient of i in the imaginary part of the complex number. For example, the complex number 1.5+2i is plotted as the point (1.5,2). You are to investigate how multiplication by a complex number affects the location of a point.
1. On a piece of graph paper mark off four grids.
a. On the first grid graph the point 3+4i and draw a line segment connecting this point to the origin. (This number will be used as the multiplier in the following three problems.)
b. On the second grid graph the point 2+3i and draw a line segment connecting this point to the origin. Multiply 2+3i by 3+4i and graph your answer on the grid with 2+3i. Again draw a segment connecting this point with the origin.
c. On the third grid graph the point -1+2i and draw a line segment connecting this point to the origin. Multiply -1+2i by 3+4i and graph your answer on the grid with -1+2i. Again draw a segment connecting this point with the origin.
d. On the fourth grid graph the point 4i and draw a line segment connecting this point to the origin. Multiply 4i by 3+4i and graph your answer on the grid with 4i. Again draw a segment connecting this point with the origin.
e. Use your protractor to measure the angles formed by the two segments drawn on the last three grids and label angle measurements on the grids. Now look at the first grid and measure the angle formed between the segment and the x-axis. Compare these measurements.
2. Mark off four more grids on your graph paper and repeat the above steps, replacing 3+4i with .5+.5i each time.
3. Mark off four more grids and repeat the procedure using i in place of 3+4i.
What generalization can you make about the angles formed by products?
With your ruler, measure the lengths of all of the segments that you have drawn and complete the table below.
(a+bi)(c+di)
Length of the a+bi segment
Length of the c+di segment
Length of the product segment
(2+3i)(3+4i)
(-1+2i)(3+4i)
(4i)(3+4i)
(2+3i)(.5+.5i)
(-1+2i)(.5+.5i)
(4i)(.5+.5i)
(2+3i)(i)
(-1+2i)(i)
(4i)(i)
Compare the length of the original segment, the length of the multiplier segment and the length of the product segment. Generalize your results.
There is an analytical way of finding the length of each of these segments. Determine a method and explain why it works.
The absolute value of a complex number a+bi, written as |a +bi|, is defined to be the distance between the point and the origin; therefore,
Supplies: TI-82, link cord, and at least one TI-82 with the program COMPLEX already entered. The program named COMPLEX is found on the last page of this unit.
This lesson investigates orbits of complex numbers created by iterating the function f(z)=kz in which kand z are complex numbers. An orbit of a point is a sequence of points {z0, z1, z2, ...,zn, ...} formed by iterating a function starting at a value z0, where zn=f(zn-1). The z0 is referred to as the seed. An orbit is converging if the sequence approaches a fixed point, an orbit is diverging if the sequence increases without bound, and it is periodic if it cycles.
Exercise 1:
Use the iteration function f(z)=kz with k=1+i and z0=2i to complete the following table.
z0 = ______2i________ z1 = (1+i)(2i)=-2+2i__z2 = (1+i)(-2+2i)=-4i__
z3 = _______________ z4 = ______________ z5 = _______________
Plot these six points on the grid provided below.
Without further calculations, project the location of the next two points and locate these points on your graph. What you have calculated and graphed is called an orbit of the point 2i.
You will now use the TI-82 program COMPLEX to see the orbits of the points under the function f(z)=kz. For this activity you will be entering the values of k and z0 given below.
Program Operating Instructions:
1. Before you begin, set the window for the program using ZStandard and ZSquare .
2. After the program plots the points, if the points are difficult to see, adjust the window using Zoom In or Zoom Out.
3. The program allows you to choose the number of iterations, N. A choice of N=10 gives a nice sampling of points.
4. After the program sketches the graph, use the TRACE key to see the coordinates of the points in order.
Note: If you want a list of the coordinates, the program stores the values in L1 and L2.
Group Task:
Run the program COMPLEX entering the numbers given below for z0 and k . Make a sketch of the points from the calculator screen onto the grids provided below.
Do you see any differences among the periodic orbits? If so, describe your conjecture.
Find |k| in each of the previous six exercises and record the results below.
1. _____________ 2. _____________ 3. _____________
4. _____________ 5. _____________ 6. _____________
Generalize a rule for determining when the orbit of a point formed by the function f(z)=kz will be diverging, converging, or periodic. Explain your rule.
Activity III: Creating the Mandelbrot Set
Supplies: Overhead transparency of the grid for the Mandelbrot Set, overhead pens in four colors (red, blue, green, and black), TI-82 calculators, link cords, at least one TI-82 with the program ITERATE already entered, and a copy of one part of the point table for each group. The program ITERATE is found on the last page of this unit.
Note to the teacher: Divide the point table among the students so that the iteration of every point is done.
In the previous lesson you iterated the complex function f(z) = kz and discovered that the iteration produced orbits that were either converging, diverging, or periodic. One of the most interesting discoveries of the twentieth century is the Mandelbrot Set discovered by Benoit Mandelbrot in 1980. This set is created by iterating the function f(z) = z2+c where z0 = 0 + 0i and c is a complex point on the plane. You are now going to create your own picture of this set; however, iterating every point on the plane is a task no one can accomplish, so you will be working together to produce an approximation of the set.
A point c belongs to the Mandelbrot Set if its orbit with seed 0 + 0i does not diverge when iterated by the function f(z) = z2+c. Your task is to decide which points on the complex plane are in the Mandelbrot Set. To do this you are to use the program ITERATE on the TI-82 to determine the fate of the orbits for different values of c. In order to give more definition to the set, a color scheme will be used to illustrate how quickly a point escapes to infinity.
Program Instructions:
1. At the prompt asking for the value of the constant, enter the real and imaginary coefficients of your point c. The program will give you the next value in the orbit sequence and a count of the number of iterations.
2. Press ENTER to get the next iteration.
3. Continue the process until the calculator gives an overflow error message. Select the QUIT option and press ENTER, which will take you back to the home screen.
4. The value of N on the screen is actually the previous count so the overflow () occurs at the (N+1)st iteration.
5. Record the value of N+1 in the point table beside your number.
6. If an overflow message does not occur by the 35th iteration, record an M in the point table.
7. Press ENTER again and repeat the program for the remainder of your points.
Examples:
Try the point 1.2+1i, enter 1.2 for C and 1 for D. When the overflow message occurs, select Quit and press ENTER to return to your previous screen and you will see N=9. By the point 1.2+1i in the point table record the number 10. Press ENTER again to restart the program for your next point.
Now try the point 0.2-0.2i, enter 0.2 for C and -0.2 for D. This time you iterate for 35 times and still do not receive an overflow message. By the point 0.2-0.2i in the point table, record an M. Press ON and choose Quit then press ENTER twice to restart the program for your next point.
Instructions for coloring the overhead transparency for the Mandelbrot Set: Consider each point as the center of a square on the grid rather than as a point on the intersection of two lines, i.e., treat the points like pixels on the calculator screen. Color each pixel according to the chart provided below.
Number of Iterations
Pen color
1 - 11
Red
12 - 23
Green
24 - 35
Blue
M or 36 and above
Black
When all of the groups have colored their pixels, display the finished transparency. The set of all points colored black is the Mandelbrot Set.
Note: A finer division of points will give better definition for the set. For further Investigation ask your librarian or teacher for books and articles on chaos, fractals, and dynamical systems. |
Buy now
Detailed description * Highlights from the history of geometry are intertwined with explanations on how to read and write proofs. * This is the first book to present the works of Euclid and Hilbert in addition to other geometers in chronological order, all in an effort to show how the subject matter developed over time. * Hints and both partial and complete solutions are included at the end of the book as an aid for selected exercises. * An important contribution to the teaching of geometry, this book proves that learning to read and write proofs is a crucial aspect of the subject. * This book develops ideas with careful attention to logic and follows the development of the field through time. * An Instructor's Solutions Manual is available upon request. |
Higher
Higher revision classes run most evenings after school. Now that the prelims are completed, which will be returned before the February break, you need to identify your own action plans and focus your revision in a structured manner. Target setting discussions will also be happening in class to help you work out which areas you should be looking at again. We will start straight after prelim leave working towards the second NAB on addition formula and circles, before starting Unit 3 topics
Remember, it is a fast paced course and it's easier to keep up than catch up!
Any after school revision classes should suppliment your work at home and in lessons. Please start revision early and use for past paper questions. These also come with marking schemes so you can check your work as you go along. You all should have access to SCHOLAR too so can you please make use of all the materials you have been given in class and via the internet.
The pace will continue to be fast, so be prepared to keep up with your class work and homework exercises.
National Course Specification – General Information
Mathematics (Higher)
This course consists of three mandatory units as follows:
D321 12
Mathematics 1 (H)
1 credit (40 hours)
D322 12
Mathematics 2 (H)
1 credit (40 hours)
D323 12
Mathematics 3 (H)
1 credit (40 hours)
In common with all courses, this course includes 40 hours over and above the 120 hours for the component units. This may be used for induction, extending the range of learning and teaching approaches, support, consolidation, integration of learning and preparation for external assessment. This time is an important element of the course and advice on its use is included in the course details.
.
RECOMMENDED ENTRY
While entry is at the discretion of the department, candidates will normally be expected to have attained one of the following: |
Light Speed Algebra: The Powers & Functions of Algebra is
a DVD released by Cerebellum Corporation. It includes a 55-minute
DVD and a digital workbook on CD-ROM. It is intended for high school
students.
Light Speed Algebra: The Powers & Functions of Algebra is
divided into two segments: "Foundations of Algebra" and "Functions," though
you can pick various chapters individually without having to watch
the entire segment. The chapters in the "Foundations of Algebra" segment
are: "What is Algebra, Anyway?" "Kinds of Numbers," "Order of Operations," "The
Rules of Exponents," "Properties of Operations," and "Using Variables." The
chapters in the "Functions of Algebra" segments are: "Cost Functions," "Input
and Output," "Scatterplots and Trendlines," "Data, Equations, and
Graphs," and "Domain and Range."
The segments are hosted by a band of quirky and spunky guys and
girls who appear to be college age. They throw some humor into
the lessons and show all problems on the screen. My oldest son,
who is just beginning algebra, thought the DVD was a little strange,
but he enjoyed their explanations anyway.
There are two digital workbooks included, one for each segment.
The digital workbooks include the script from the DVD, graphic
organizers for notes, and a couple of worksheets with answer keys.
I think the content of Light Speed Algebra: The Powers & Functions
of Algebra is good, and I can see myself pulling it off
the shelf to help teach, or simply reinforce, beginning algebra
skills. The segments are quirky and fast paced with a bit of
humor thrown in, which is great for keeping the student's attention.
However, the content of the digital workbook is dismal. I think
it would be very helpful if there were more than a handful of
worksheets given for practice. Overall, though, I think Light
Speed Algebra: The Powers & Functions of Algebra is
a good product, and I'd recommend it as a handy supplement to
other math programs.
Product review by Courtney Larson, The Old Schoolhouse ® Magazine,
LLC, October 2011 |
Math Homework Help
Math is a subject that combines the study of space, relation, structure, change and many other topics. Now a day it is used as a essential part for a lot of other fields like physics, chemistry, computer science, economics, engineering etc.
Sometime mathematics problem seems difficult and can be tough to crack but if you need help in these areas we will certainly help you in Math Assignment Help, Math Homework Help.
1. Quantity Homework Help
It starts with the study of numbers, firstly the familiar natural number and integers and the effect of arithmetical operation on them, what we study in arithmetic's.
This area of math is unrelated to geometry and algebra however it has some similar applications. It has some main parts like number theory, abstract algebra, order theory, graph theory, group theory etc.
3. Space Homework Help
The study of space starts with geometry. This part also has some main topics, like geometry, algebraic, geometry, trigonometry, topology, fractal geometry.
4. Change Homework Help
Understanding and describing the change is the main part of natural science and for this purpose calculus was developed as a powerful instrument to find the real conclusion. Mathematics assignment help, mathematics homework help are available on these topics as well. Calculus, vector calculus, differential equations are some main parts of this section.
Foundation and philosophy Homework Help
In order to explain the foundation of these fields like mathematical logic and set theory were developed. Like other topics the study of math has also been divided in several parts to get the better understanding on this subject, Philosophy of mathematics, category theory ,set theory are some important parts of this section.
Combinatorics, theory of computation, cryptography, and graph theory are some most important section of this part. The assignment expert at theglobaltutors is available round the clock to cater to all your troubles. You can contact us at any time of the day through our online services. The experts will get back to you in no possible time to help you for Discrete mathematics assignment help, Discrete mathematics homework help.
Algebra Homework Help
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. The experts will get back to you in no possible time to help you for algebra assignment help, algebra homework help.
Calculus Homework Help
Calculus means a computational method or a growth. Calculus is a branch of mathematics focused on limits, functions, derivatives, integral and infinite series. Calculus is basically just very advanced algebra and geometry. In one sense, it's not even a new subject — it takes the ordinary rules of algebra and geometry and tweaks them so that they can be used on more complicated problems. |
BerlinWholeheartedly recommended to every student and user of mathematics, this is an extremely original and highly informative essay on algebra and its place in modern mathematics and science. From the fields studied in every university maths course, through Lie groups to cohomology and category theory, the author shows how the origins of each concept can be related to attempts to model phenomena in physics or in other branches of mathematics. Required reading for mathematicians, from beginners to experts |
Pre-algebra is a common name for a course in middle school mathematics generally taught between the seventh and ninth grades. The objective of pre-algebra is to prepare the student for the study of algebra.
Pre-algebra includes several broad subjects:
Review of natural number arithmetic
New types of numbers such as integers, fractions, decimals and negative numbers
Factorization of natural numbers
Properties of operations (associativity, distributivity and so on)
Simple (integer) roots and powers
Rules of evaluation of expressions, such as operator precedence and use of parentheses
Basics of equations, including rules for invariant manipulation of equations |
Mathematics
Welcome to the Mathematics Department at Salesianum School! The Mathematics Department offers a variety of courses ranging from Algebra I to AP Statistics where the focus is on mathematics as an integrated whole as opposed to a subject of isolated ideas. Our goal is to help students to develop critical thinking skills and problem-solving skills that will benefit them both in the classroom and beyond. In each course, teachers emphasize for their students the mathematical process in addition to the product. Students are exposed to situations that utilize hands-on activities to model real world problems. More importantly, the Mathematics curriculum has been developed to challenge students.
to think and reason mathematically
to recognize and generalize patterns
to focus on problem analysis and synthesis
to write and communicate mathematically.
Four years of Mathematics is required at Salesianum, and throughout those four years, technology plays an integral role as a catalyst in the learning process. All students are required to have a TI-83 or a TI-84 Graphing Calculator. Some students who are taking Calculus courses choose to purchase a TI-89. These graphing calculators are utilized regularly in classroom instruction because they allow for mathematics to be taught through a multi-representational approach. In addition, students are exposed to software programs such as TI-Interactive, Geometer's Sketchpad, and Mini-Tab. These programs bring a dynamic feature to the problem-solving process that assists students in exploring and discovering the reasoning behind many abstract concepts in Algebra, Geometry, Calculus, and Statistics.
To learn more about what courses the Salesianum Mathematics Department offers, please view the chart listed in the Course of Studies booklet which illustrates the typical progression of a math student at Salesianum. |
Description
How should one choose the best restaurant to eat in? Can one really make money at gambling? Or predict the future? Naive Decision Making presents the mathematical basis for making decisions where the outcome may be uncertain or the interests of others have to taken into consideration. Professor K rner takes the reader on an enjoyable journey through many aspects of mathematical decision making, with pithy observations, anecdotes and quotations. Topics include probability, statistics, Arrow's theorem, Game Theory and Nash equilibrium. Readers will also gain a great deal of insight into mathematics in general and the role it can play within society. Intended for those with elementary calculus, this book is ideal as a supplementary text for undergraduate courses in probability, game theory and decision making. Engaging and intriguing, it will also appeal to all those of a mathematical mind. To aid understanding, many exercises are included, with solutions available online.
Recommendations:
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Mathematical interactions: Algebraic Modelling
Abstract
Calculators are too often regarded as devices to produce answers to numerical questions. However, a graphics calculator like the Casio CFX-9850GB PLUS is much more than a tool for producing answers. It is a tool for exploring mathematical ideas, and we have written this book to offer some suggestions of how to make good use it when exploring ideas related to algebra.
We assume that you will read this book with the calculator by your side, and use it as you read. Unlike some mathematics books, in which there are many exercises of various kinds to complete, this one contains only a few 'interactions' and even less 'investigations'. The learning journey that we have in mind for this book assumes that you will complete all the interactions, rather than only some. The investigations will give you a chance to do some exploring of your own.
We also assume that you will work through this book with a companion: someone to compare your observations and thoughts with; someone to help you if you get stuck; someone to talk to about your mathematical journey. Learning mathematics is not meant to be a lonely affair; we expect you to interact with mathematics, your calculator and other people on your journey.
Throughout the book, there are some calculator instructions, written in a different font (like this). These will help you to get started, but we do not regard them as a complete manual, and expect that you will already be a little familiar with the calculator and will also use our Getting Started book, the User's Guide and other sources to develop your calculator skills.
Algebraic Modelling is one of the topics in General Mathematics, mainly because it is a fundamental idea in mathematics and in the applications of mathematics to the real world. Using algebra, we can build models of everyday situations and then use the models to help answer questions we may have. Producing tables of values, graphs and solving equations are all useful to this end. You will experience how the graphics calculator is a useful tool to aid us in these processes.
Although we have sampled some of the possible ways of using a graphics calculator to learn about this topic, we have certainly not dealt with all of them. |
JWST Mathematics Core Content
This page will connect you to the part of the course that deals with mathematics, its relation to the NASA missions and to problem sets to help you understand and expand your learning about these concepts. |
a mathematical modeling course in a civil/environmental engineering program
This book has a dual objective: first, to introduce the reader to some of the most important and widespread environmental issues of the day; and second, to illustrate the vital role played by mathematical models in investigating these issues. The environmental issues addressed include: ground-water contamination, air pollution, and hazardous material emergencies. These issues are presented in their full real-world context, not as scientific or mathematical abstractions; and for background readers are invited to investigate their presence in their own communities.
The first part of the book leads the reader through relatively elementary modeling of these phenomena, including simple algebraic equations for ground water, slightly more complex algebraic equations (preferably implemented on a spreadsheet or other computerized framework) for air pollution, and a fully computerized modeling package for hazardous materials incident analysis. The interplay between physical intuition and mathematical analysis is emphasized.
The second part of the book returns to the same three subjects but with a higher level of mathematical sophistication (adjustable to the preparation of the reader by selection of subsections.) Many important classical mathematical themes are developed through this context, examples coming from single and multivariable calculus, differential equations, numerical analysis, linear algebra, and probability. The material is presented in such a way as to minimize the required background and to encourage the subsequent study of some of these fields.
An elementary course for a general audience could be based entirely on Part I, and a higher level mathematics, science, or engineering course could move quickly to Part 2. The exercises in both parts tend to be quite thought-provoking and considerable course time might be well devoted to discussing their solutions, perhaps even in a seminar format. The emphasis throughout is on fundamental principles and concepts, not on achieving technical mastery of state-of-the-art-models.
The author of this book is particularly well suited to writing about the subject. Starting off as a mathematics professor, he spent 13 years as an environmental consultant before returning to the classroom. Thus, many of the examples, experiences, and insights in the book are realistic and convincing. Read the full review. |
97807216618Abstract Algebra and Solution by Radicals
The American Mathematical Monthly recommended this advanced undergraduate-level text for teacher education. It starts with groups, rings, fields, and polynomials and advances to Galois theory, radicals and roots of unity, and solution by radicals. Numerous examples, illustrations, commentaries, and exercises enhance the text, along with 13 appendices. 1971 |
2: Ratio and proportion Luminosities Summaryendix
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Looking at Learning ... Again, Part 2: Workshop 2. Mathematics: A Community Focus With Dr. Marta Civil. As teachers, we often make assumptions about the knowledge children are exposed to at home. Sometimes it seems that we focus on only reading and writing,Dr. Civil contends that we need to look more carefully at the mathematical potential of the home and that it is essential that schools learn to be more flexible and knowledgeable about students' home environments. See and hear from Dr. Civil, the teachers she works with, and a long-standing parent mathematics group, and fo Author(s): Harvard-Smithsonian Center for Astrophysics QSO top12.400 The Solar System (MIT) This is an introduction to the study of the solar system with emphasis on the latest spacecraft results. The subject covers basic principles rather than detailed mathematical and physical models. Topics include: an overview of the solar system, planetary orbits, rings, planetary formation, meteorites, asteroids, comets, planetary surfaces and cratering, planetary interiors, planetary atmospheres, and life in the solar system. Author(s): Binzel63 Advanced Fluid Dynamics of the Environment (MIT) Designed to familiarize students with theories and analytical tools useful for studying research literature, this course is a survey of fluid mechanical problems in the water environment. Because of the inherent nonlinearities in the governing equations, we shall emphasize the art of making analytical approximations not only for facilitating calculations but also for gaining deeper physical insight. The importance of scales will be discussed throughout the course in lectures and homeworks. Mathe Author(s): Mei, Chiang,Li, Guangda050 Engineering Mechanics I (MIT) This subject provides an introduction to the mechanics of materials and structures. You will be introduced to and become familiar with all relevant physical properties and fundamental laws governing the behavior of materials and structures and you will learn how to solve a variety of problems of interest to civil and environmental engineers. While there will be a chance for you to put your mathematical skills obtained in 18.01, 18.02, and eventually 18.03 to use in this subject, the emphasis is Author(s): Ulm, Franz-Josef,B100A Analysis I (MIT) Analysis I (18.100) in its various versions covers fundamentals of mathematical analysis: continuity, differentiability, some form of the Riemann integral, sequences and series of numbers and functions, uniform convergence with applications to interchange of limit operations, some point-set topology, including some work in Euclidean n-space.
MIT students may choose to take one of three versions of 18.100: Option A (18.100A) chooses less abstract definitions and proofs, and gives applications whe Author(s): Matt6.251J Introduction to Mathematical Programming (MIT) This course offers an introduction to optimization problems, algorithms, and their complexity, emphasizing basic methodologies and the underlying mathematical structures. The main topics covered include:
Theory and algorithms for linear programming
Network flow problems and algorithms
Introduction to integer programming and combinatorial problems Author(s): John Tsitsiklis
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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C |
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Applied mathematics (bachelor)
Applied mathematics is not a particular branch of mathematics, but rather a way of working with mathematics. In the Applied mathematics programme, you will learn to create models of and solve problems from the practical world by utilising advanced mathematical tools. Read more about the programme
In the Applied mathematics programme, you will learn the basic principles of mathematics as well as be educated in mathematical modelling in order to perform analyses and calculations digitally. This way you will be capable of formulating complex problems which can then be solved. Read more about the programme structure
A Career in Applied Mathematics
An applied mathematician works with solving problems which lie beyond the realm of regular mathematics, and therefore Applied Mathematics is the programme for you if you want to work with mathematics and still keep in mind how mathematics can be of use in your future career. The Applied Mathematics programme provides a solid base for a career within the private business sector or a research facility, as well as within the field of education. |
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This series by K A Hesse, published by Longman, was written at the time of decimalisation. The series consists of five books. Each book contains a large number of routine exercises. There is some brief explanation where required. The books are aimed at Key Stage Two students but could be appropriate for routine revision and practice…
This unit from the Continuing Mathematics Project is designed to enable students to cope confidently with expressions of the type A/B= C/D, where A, B, C and D, may be integers or algebraic products like mv2 or functions like log x, or sin y.
So equipped, students will be able to solve simple equations, change the subject of a…
This unit from the Continuing Mathematics Project goes into detail on how logarithms can be used to determine the laws which connect two variables on which experimental data has been collected. The unit follows naturally from the unit entitled The Theory of Logarithms.
The objectives of the unit are that students:
(i) understand…
Transformation of Formulae from the Continuing Mathematics Project builds on the work covered in the unit entitled Working with Ratios.
The objectives of this unit are to enable students to acquire the skills necessary to transform formulae which involve algebraical fractions, brackets, and roots, as well as formulae in which…
The unit from the Continuing Mathematics Project focuses on the x2 test as it is one of the most widely used statistical techniques. It is employed to compare theory with practice in biology, geography and the social sciences.
This unit is concerned with the practicalities of using the x2 test; stating a suitable hypothesis;…
This unit from the Continuing Mathematics Project is concerned with the calculation of the sides and angles of triangles and how this is used by the surveyor, the navigator, and the cartographer. The development of the television, the light and the road have all relied on trigonometry.
The objectives of the unit are that students…
This is the second part of the unit on The Theory of Logarithms from the Continuing Mathematics Project. It assumes that the user has completed the first part of the unit.
The objectives of the unit are to enable students to:
(i) acquire the concept of a logarithm as an extension of the concepts of a 'power' and of…
These two units from the Continuing Mathematics Project assumes that the word 'logarithm' will be familiar to students using it, and that they will have used tables of logarithms to reduce the labour of working out expressions by arithmetic methods.
The units assume that students are interested in knowing why logarithms…
This resource from the Continuing Mathematics Project has three units covering probability.
Introducing Probability is the first unit and its objectives are that students will learn that a probability can be from intuitive considerations or actual experimental results; the meaning of 'outcomes', 'sample space',…
This unit from the Continuing Mathematics Project assumes that students have met and used directed numbers, but that their use has become rusty. The unit briefly justifies the rules by which the four operations (+, -, x and ÷) can be accurately carried out. In this sense the unit could be said to form an introduction to the…
For students to benefit from this Mathematics in Geography 4 unit from the Continuing Mathematics Project they should be familiar with simple ratios and square roots, and with algebraic symbolism and quadratic equations. A fair amount of arithmetic is involved in the unit.
The objectives of the unit are;
(i) to introduce students…
This unit from the Continuing Mathematics Project is about linear programming - a procedure which is used widely in industry to solve management problems. The work here is an introduction to the subject.
There are no really new mathematical techniques in the unit. It is rather an amalgamation of things students have probably learnt…
This unit from the Continuing Mathematics Project has been planned to help students learn how to handle inequalities, and how to represent them graphically. Students should be familiar with manipulating positive and negative numbers, representing equations of the form y + 3x = 6 as a graph and finding the solution of equations like…
This unit from the Continuing Mathematics Project has been planned to help students remember and understand what indices indicate and the rules they obey. As with all the units in this collection the text is designed to test as it teaches and is in sections.
The content of the booklet starts with a diagnostic test then covers:…
This resource from the Continuing Mathematics project is made up of three units covering hypothesis testing.
The first unit covers the Wilcoxon Rank Sum Test and aims to teach the use of a non-parametric test for assessing the significance of the difference between two independent samples. In this context, the objectives for…
This unit from the Continuing Mathematics Project on flowcharts and Algorithms employs, three basic conventions:
(i) the use of a flowchart and the appropriate symbols
(ii) the use of computer statements, such as 'c = c + I1
(iii) the use of the inequality signs >, <, ≤ and ≥
Three very short programmes at the…
Descriptive Statistics is the name the continuing Mathematic Project has given to a sequence of four units which deal with distributions, histograms, bar charts, frequency tables and measures of central tendency and dispersion.
The first unit, Presenting Statistics, aims to teach some basic statistical techniques that are useful…
This unit from the Continuing Mathematics Project is the first of two units on Critical Path Analysis (CPA). The broad objective of this unit is for students to become familiar with the diagrammatic conventions and with some of the terminology used in CPA.
The first half of the unit is devoted to exposition and illustration of…
This unit from the Continuing Mathematics Project is about the relationship between two quantities (correlation). If the two quantities are height of father and height of son, then we often want to know the extent to which 'tall fathers have tall sons'. Two quantities may be correlated quite strongly while another two quantities…
The purpose of Primary Mathematics Today, first published in 1970 by Longman, was to give training teachers in Colleges of Education, as well as experienced teachers, an in-depth view of primary mathematics as at the time only a minority of primary teachers had special mathematical training.
The book is not in the first instance…
The Nuffield Advanced Mathematics reader provided articles as background or extensions to topics covered elsewhere in the course. The aim was to encourage students to make further study of the development and applications of the ideas about which they were learning. This was one of the ways by which the course team illustrated how… |
Form of study
Number of places
Schedule
Course responsible
Part of programme
Learning outcomes
The course is a fundamental course for studies in more advanced mathematics and for studies in closely related fields.
By the end of the course the student should be able to solve problems on the different topics of the course. In particular the student should be able to
Understand and be able to apply basic topological concepts. Be able to state the theorems of Heine-Borel and Bolzano-Weierstrass.
Understand and be able to apply the concepts of continuity, convergence and derivative for functions between metric spaces. Be able to state Arzelà-Ascoli´s theorem and Weierstrass´ approximation theorem. |
054710216X
9780547102160
1111784892
9781111784898 the use of graphs to reinforce algebraic and numeric solutions and to interpret data, and comprehensive exercise sets. These pedagogical features are carefully coordinated to ensure that students are better able to make connections between mathematical concepts and understand the content. With a bright, appealing design, the new Fifth Edition builds on the Larson tradition of guided learning by incorporating a comprehensive range of student success materials to help develop students' proficiency and conceptual understanding of algebra. The text also continues coverage and integration of geometry in examples and exercises. «Show less... Show more»
Rent Elementary and Intermediate Algebra 5 |
215 Mathematics for Elementary and Middle School Teachers I (3)
This is the first course in a two semester sequence designed for elementary, middle school, and special education majors. The purpose is to develop a thorough understanding of the mathematics taught in the schools. Topics include the arithmetic properties and operations for the natural numbers, whole numbers, integers, rational and irrational number systems; elementary number theory including prime and composite numbers, factors and divisibility criteria, the Fundamental Theorem of Arithmetic, greatest common divisors and least common multiples; place values, percents, decimals, and other numeration systems. Every semester. Prerequisites: UTC Math Placement Level 20 or Mathematics 106 with a grade of C or better or Math ACT 24 or above. Credit not allowed in both Math 214 and Math 215.
216 Mathematics for Elementary and Middle School Teachers II (3)
This is the second course in a two semester sequence designed for elementary, middle school, and special education majors. The purpose is the continuation of the study of mathematical topics from Math 215 with an emphasis on algebraic notation, sets and functions, basic geometric concepts of measurement, length, area, perimeter, surface area, volume, and the Pythagorean Theorem. Some elementary probability and statistics, including some educational statistics, will be included. Every semester. Prerequisites: UTC Math Placement Level 30 or Mathematics 214 or 215 with a grade of C or better or Math ACT 26 or above or approval of the Mathematics Department. This course will meet General Education Mathematics requirement, but not General Education Statistics requirement.
245 Introduction to Differential and Difference Equations (3)
First order and second order linear differential and difference equations, systems of equations and transform methods. Every semester. Prerequisite: Mathematics 160 or 161 with a minimum grade of C. Pre- or Corequisite: Mathematics 212 with a minimum grade of C.
256 Multivariable Calculus Laboratory (1)
300 Foundations of Mathematics (3)
Introductory concepts of sets, functions, equivalence relations, ordering relations, logic, methods of proof, and axiomatic theories with topics from combinatorics, graph theory, or abstract algebra. Fall and spring semesters. Prerequisite: Mathematics 160 or 161 and 162 with minimum grade of C. This course is a prerequisite for Mathematics 321, 350, 403, 410, 412, 422, 430 and 452. Mathematics majors should enroll in it at the end of the sophomore year or beginning of the junior year.
303 Discrete Structures (3)
Concepts and techniques of several areas of discrete mathematics with emphasis on areas often applied to computer science. Topics will include induction, algorithms, combinatorics, graph theory with emphasis on trees, formal language, grammars. Fall and spring semesters. Prerequisites: Mathematics 161/162 and Computer Science 150 with minimum grades of C. Credit not allowed on both Mathematics 303 and 403.
307 Applied Statistics (3)
Introduction to probability and statistical methods with applications to various disciplines. A study of some basic statistical distributions, sampling, testing of hypotheses, and estimation problems. Fall and spring semesters. Prerequisite: Mathematics 160 or 161 with minimum grade of C. Credit not allowed in both Mathematics 307 and 407-408.
350 Fundamental Concepts in Analysis (3)
Classical treatment of the basic concepts of calculus: limits, continuity, differentiation, Riemann integration, sequences and series of numbers and functions. Fall semester. Prerequisites: Mathematics 245, 255, and 300 with minimum grades of C.
401 Mathematics of Interest (3)
Mathematical theory of interest with applications, including accumulated and present value factors, annuities, yield rates, amortization schedules and sinking funds, depreciation, bonds and related securities. Recommended for students planning to take actuarial exams. Fall semester alternate years. Prerequisites: Mathematics 160 or 161 with a minimum grade of C, or approval of the instructor.
408 Mathematical Statistics (3)
A continuation of Math 407 with an introduction to the theories of point and interval estimation, hypothesis testing, regression and correlation analysis, goodness of fit, chi-square, t and F distributions. Spring semester. Prerequisite: Mathematics 407 with minimum grade of C.
420 Applied Statistical Methods (3)
Intermediate applied statistical analysis and model building. Covers One and Two Factor Analysis of Variance, Simple and Multiple Regression and Correlation, and Time Series Analysis. Spring semester. This course is recommended for students planning to take actuarial exams. Prerequisite: Mathematics 307 or 407 or Engineering 322 with a minimum grade of C, or approval of the instructor. |
Kreamer Algebra end of this course, students will have all the knowledge necessary to solve and graph equations and inequalities. They will also be able to apply this knowledge to other areas of math, such as word problems, ratios and proportions. To me, Algebra 2 was basically the more complex, more intricate following to Algebra 1 |
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