text
stringlengths 8
1.01M
|
|---|
Algebra and Trigonometry (6th Edition) | Michael Sullivan | Book Swap
Algebra and Trigonometry (6th Edition) | Michael Sullivan | Book Swap
A proven motivator for readers of diverse mathematical backgrounds, this book explores mathematics within the context of real life using understandable, realistic applications consistent with the abilities of any reader. Graphing techniques are emphasized, including a thorough discussion of poly...
Author: Michael Sullivan Number of pages: 1108 Publication Date: 2001-01-15 ISBN: 0130914657 Binding: Hardcover Description: A proven motivator for readers of diverse mathematical backgrounds, this book explores mathematics within the context of real life using understandable, realistic applications consistent with the abilities of any reader. Graphing techniques are emphasized, including a thorough discussion of polynomial, rational, exponential, and logarithmic functions and conics. Includes Case Studies; New design that utilizes multiple colors to enhance accessibility; Multiple source applications; Numerous graduated examples and exercises; Discussion, writing, and research problems; Important formulas, theorems, definitions, and objectives; and more. For anyone interested in algebra and trigonometry
|
This is a math tutoring program that includes graphing, statistics, conics, point plotting and regression, vectors, matrices and complex numbers. It is able to show working steps for many types of calculations.
|
Beginning Algebra, Books a la Carte Edition, 6th Edition
DescriptionElayn Martin-Gay's developmental math program is based on her firm belief that every student can succeed. Martin-Gay's focus on the student shapes her clear, accessible writing, inspires her constant pedagogical innovations, and contributes to the popularity and effectiveness of her textbooks and print and media resources (available separately). With this revision, the Martin-Gay program has been enhanced with a new MyMathLab design (access kit available separately) that encourages students to use the text, video resources, and Student Organizer as an integrated learning system.
|
This section of the implementation utilizes the basic arithmetic operations of a "Numeric" implementation to represent polynomials. Two representations are available: the standard monomial base and the Bezier representation. These are implemented in the classes PolynomialStandard and PolynomialBezier, respectively.
Both classes implement many smaller algorithms later needed for implementing the three root finding algorithms. Among the base algorithms are:
conversion between the two polynomial representations
constructing a polynomial from given roots
finding the roots of quadratic and cubic polynomial using the direct formulas.
evaluation of the polynomial at a give position (using Horner or de Casteljau)
splitting a Bezier representation using de Castljau's algorithm
calculating the convex hull of the Bezier polygon using Jarvis's march
|
Arithmetic Sequences
In the first lesson of Sequences and Series, Dr. Eaton begins with Arithmetic Sequences. She starts with the general form of sequences and moves into the common difference between each term of the sequence. Then she will teach you the formula and equation for the nth term before finishing with arithmetic means. Four video examples round out this first lesson.
This content requires Javascript to be available and enabled in your browser.
Arithmetic Sequences
Lecture Slides are screen-captured images of important points in the lecture. Students can download and print out these lecture slide images to do practice problems as well as take notes while watching the lecture.
|
Review
Test Answers
If you made any mistakes, we suggest that you review the appropriate
instructional pages. To do this, just click on the answer you
missed. This will take you to the appropriate section to review.
Then just use the back button on your web browser to return to
this page.
You have now completed this graphing skills tutorial. We hope
that this has been helpful.
In order to help us better serve you we would appreciate feedback
on your experience with this tutorial. Please take a few minutes
to complete the evaluation form. You can access this form by clicking
on button at the bottom of this page.
|
Normal 0 false false false Elementary Number Theory, Sixth Edition, blends classical theory with modern applications and is notable for its outstanding exercise sets. A full range of exercises, from basic to challenging, helps students explore key concepts and push their understanding to new heig...
Normal 0 false false false For one-semester undergraduate courses in Elementary Number Theory. A Friendly Introduction to Number Theory, Fourth Edition is designed to introduce students to the overall themes and methodology of mathematics through the detailed study of one particular facet...
|
High
school graduation requirements are becoming more and more challenging
for today's students. The real challenge for
schools is reaching those students who need to see the "real
world" relevance of the math before they can learn it and be
successful. Now into a brand new third edition, CORD's Algebra
1 : Learning In Context, Third Edition, remains the primary
tool for the contextual teaching approach. By combining new rigorous
math content and a hands-on approach through real-world applications,
you reach more students and more students succeed.
NEW!
Common Core Standard Supplements
-Makes All CORD textbooks Common Core compliant
- Available on-line and new book reprints!
• Workplace Applications, real-world examples,
labs and activities fit perfectly with the Common Core Standards mission
statement of: " The standards are designed to be robust and
relevant to the real world, reflecting the knowledge and skills that
our young people need for success in college and careers."
Report
Errata CORD Communications strives to produce
error-free materials. However, mistakes do happen. If you find errors
in the textbook, please click the link above. Tell us which book,
page number and problem number. Provide a brief description of the
error. We will look into the error and post any corrections needed
to the website.
|
MATH 210: Calculus III
Navigation:
Labs
The goal of the lab projects is to develop geometric intuition by using computer graphics to help visualize and understand the mathematical objects discussed in the course.
The Labs are part of the course. They meet once a week in room 1200 SEO on Tuesday or Thursday. Your Lab may meet at a different time from your lecture---see the schedule on the "Sections" page.
Lab Schedule
Below is the schedule for the weekly computer lab. Note that in addition to the potential quizzes scheduled below, your instructor may decide to give additional quizzes during the lectures.
More information about the quizzes will be given by your instructor.
|
0495389617
9780495389613
1111803870
9781111803872 you expand your reasoning abilities as it teaches you how to read, write, and think mathematically. Packed with real-life applications of math, it blends instructional approaches that include vocabulary, practice, and well-defined pedagogy with an emphasis on reasoning, modeling, communication, and technology skills. The authors' five-step problem-solving approach makes learning easy. More student-friendly than ever, the text offers a rich collection of student learning tools. Enhanced WebAssign online learning system is available for an additional charge. With ELEMENTARY AND INTERMEDIATE ALGEBRA, 4e, algebra makes sense! «Show less
|
Humble CalBioStatistics is extremely similar to other statistics courses. The calculations are the same. The statistical and probability interpretations are the sameWe are now able to solve a variety analytical geometry problems which we could not solve with trigonometry and algebra alone. Prealgebra covers factoring and how to solve for the unknown variable for basic equations. It also makes sure that the student has a thorough understanding of fractions.
|
Overview
Main description
Written by Jack Mogab of Texas State University-San Marcos and Louis Johnson at College of St. Benedict/St. Johns University, this book, provides the following elements for each chapter: a Pretest; a Learning Objective Grid; a Key Point Review with Learning Tips; some Self-Tests (Key Term Matching, Multiple Choice, Problems) with answers; and an extension of the guide to the Web Site, where students may practice with graphing.
|
History of Math
History of Math
This
is a one-semester course that will provide students with an opportunity to
study math from a historical perspective. This course will explore various
topics from mathematical history by introducing them to the work of legendary mathematicians
and their famous historical problems and puzzles. This is a one-semester
class that will earn students ½ credit towards their math requirements. Prerequisite:
Successful completion of Math A1, Math A2, Math A3 and the NYS Mathematics A
Regents Examination or the NYS Integrated Algebra curriculum and Regents
Examination.
Note:
Some exceptions may be made with both teacher and guidance approval.
Topics covered:
This course will explore various topics from mathematical history including both mathematicians and famous historical problems and puzzles. The topics included, but are not limited to:
|
Lessons that require a teacher, horrifically dull examples, and forbidding language are all hurdles that homeschoolers must survive when looking at math curriculum...or do we? This applauded geometry curriculum was written specifically for homeschoolers; it doesn't presuppose a teacher constantly at the student's side, so it's very clear about instructions and employs an easy conversational style of writing. Illustrations, examples and graphs have a hand drawn look to them, and problems often use engaging real life illustrations. Not only is the textbook well done, but there are audiovisual lecture, practice, and solution CDs for every chapter, homework and test problem (though Teaching Textbooks Geometry does not feature automated grading). Definitions, theories and more have their own reference portion in the back of the text.
All together, this kit includes:
A 768 page spiral bound softcover textbook
164 page test book with answer key
1 test solution CD
6 homework solution CDs with step by step explanations for every problem
4 lecture and practice CDs to accompany the textbook
System Requirements:
For Windows:
A CPU of 133 MHz or faster
A Windows 98 or later operating system (Vista-compatible)
A 4x CD-ROM drive
Speakers
For Mac
A CPU of 211 MHz or faster
A MAC OS 9.0 or later
A 4x CD-ROM drive
Speakers
Average Customer Rating:
4.8
out of
5
(24 Reviews) 24
Rating Snapshot(24 reviews)
5 stars
22
4 stars
1
3 stars
0
2 stars
0
1 star
1
9 out of 9100%customers would recommend this product to a friend.
Customer Reviews for Geometry Teaching Textbooks Kit
Review 1 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
A good value for what you get.
Date:April 3, 2013
Grizzly7
Location:Magnet Cove, AR
Age:55-65
Gender:male
Quality:
5out of5
Value:
5out of5
Meets Expectations:
5out of5
I was a little skeptical of pay that much for a book. But you get so much more than a book and my daughter went from struggling with geometry to understanding it.
Share this review:
+1point
1of1voted this as helpful.
Review 2 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
No fuss, straight-forward, easy to understand
Date:May 24, 2012
Jane
Location:North Augusta, SC
Age:35-44
Gender:female
Quality:
5out of5
Value:
5out of5
Meets Expectations:
5out of5
My daughter is not strong in math and was borderline in another geometry text. After the first semester, we started looking for something else that was more straight-forward, yet a full course to get her credit. We found Teaching Textbooks was perfect in that it used everyday logic to prepare on how to think in order to prove the theorums. Also, the lessons do not take too long, and there's help for every problem if needed. It's certainly not easy, just easier to understand. She's now making A's! One thing about the cover of the student text is that it needs to be covered with clear contact paper for protection. Otherwise, outstanding!
Share this review:
+1point
1of1voted this as helpful.
Review 3 for Geometry Teaching Textbooks Kit
Overall Rating:
4out of5
Date:April 4, 2012
Margo
Age:45-54
Gender:female
Quality:
5out of5
Value:
3out of5
Meets Expectations:
5out of5
My children are able to work almost completely independently through the Teaching Textbooks curriculum, with occassional help from Dad. They are learning the concepts that I lack the ability or patience to teach them.
Share this review:
+1point
1of1voted this as helpful.
Review 4 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
TT is a very simple to follow program
Date:October 27, 2011
SnomamaWe have enjoyed all the TT products we have tried. I like it b/c it does the grading and everything. My children have all found it very easy to follow and to use................
Share this review:
0points
0of0voted this as helpful.
Review 5 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
Great product!
Date:August 5, 2011
Lissy M
Location:Auburn, AL
Age:45-54
Gender:female
Quality:
5out of5
Value:
4out of5
Meets Expectations:
5out of5
Using Teaching Textbooks: Geometry, has been my first experience with the Teaching Textbook products. I have found the material to be complete, containing everything that one needs to either teach a student or themselves. Books and CDs work together to offer each lesson, a practice set of five problems to make sure that you understand the new information, and a problem set of approximately 20 problems. Along with this is a detailed explanation of each problem, so that just in case you miss one you can see exactly where you made your mistake. Great product!
Share this review:
0points
0of0voted this as helpful.
Review 6 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
best math around
Date:June 16, 2011
Chris BEST math curriculum anywhere. TT offers quality and value.
Share this review:
0points
0of0voted this as helpful.
Review 7 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
Theis prduct is wonderful
Date:February 8, 2011
DanaTeaching Textbooks has been great for my hghschooler. He took Algebra 1 twice and failed the class, but is doing well with Teaching Textbooks. He is actually doing so well that we bought the geometry also and he is doing both. For him to like a math program is huge!! Thank you!! dana
Share this review:
0points
0of0voted this as helpful.
Review 8 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
LOVE TT
Date:January 27, 2011
AL Homeschool mom TT Math since 7th Grade TT came out. My Son LOVES the Geometry! "Mom, I actually look forward to Math!" I HIGHLY Recommend ALL Teaching Textbook Products! They are fun and use real life situations for the math problems. The Lessons are taught to the student and it makes them so to understand and relate to.
Share this review:
0points
0of0voted this as helpful.
Review 9 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
Date:October 20, 2010
a mom homeschooling
Quality:
5out of5
Value:
5out of5
Meets Expectations:
5out of5
These books work for my kids. Every kid has a different learnig style and i just find that this has even been good for him and me. Some of this math I don't remember learning in school so it really is nice having the cd's to help.
Share this review:
0points
0of0voted this as helpful.
Review 10 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
Date:September 21, 2010
Lisa Tennyson
We love the Teaching Textbooks. We have 6th, 7th, 8th grades and Algebra 1 and Geometry and love them all!
Share this review:
0points
0of0voted this as helpful.
Review 11 for Geometry Teaching Textbooks Kit
Overall Rating:
1out of5
Date:February 23, 2010
Angelia Pickett
So far so good! Our daughter says its really good at explaining things. The mans voice is a little monotone-in her opinion, but I think its fine. We are only 1/3 of the way through so far! But she's doing much better at this than the other program she was totally lost in!
Share this review:
-7points
0of7voted this as helpful.
Review 12 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
Date:February 5, 2010
Greg Bippes
The authors did an excellent job explaining geometric concepts. It did not take very long for my daughter to pick-up on what was being conveyed. I highly recommend it.
Share this review:
0points
0of0voted this as helpful.
Review 13 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
Date:November 22, 2009
Renetta Crow
We are only on Lesson 11, but my daughter loves it. She was taking Geometry in school and she has learned so much more from this program than she did the first three months of school. She has enjoyed the history of geometry which was something she wasn't getting in public school. She said it was like having the missing pieces to the puzzle she was putting together. I like it because when she gets stuck on a problem, she can pull out the solution DVD and it walks her through the problem rather than me having to do it. It is really great for self motivated students!
Share this review:
0points
0of0voted this as helpful.
Review 14 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
Date:October 19, 2009
Eddie Brookshire
Why couldn't this program been around when I had to take geometry. My senior in our homeschool high school is doing awesome. He has an A average. This product is well worth the financial outlay . I gladly and without reservation whatsoever recommend this for any homeschool program. Eddie A. Brookshire
Share this review:
0points
0of0voted this as helpful.
Review 15 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
Date:October 6, 2009
Barbara Hert
I love this product! I will for sure refer all of my friends to this product!!
Share this review:
0points
0of0voted this as helpful.
Review 16 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
Date:August 27, 2009
Mary Ann Mckee
My 9th grade daughter is strong in math...I'M NOT!! We have just started homeschooling her after being in public schools. She was in honor classes & doing great academically, just too much social environment!!! She had begged for years to be homeschooled. The one thing I was concerned about was teaching her math. We ordered the Teaching Textbook from other product reviews & we are SO glad we have this Geometry....Teaching Textbooks. She loves it. The teacher is repetitive so that it is very easy to understand the concept of the lesson. We plan on getting this for her for Algebra II, Pre-Calculus, & Calculus. Again, she's very strong in math & self motivated.
Share this review:
0points
0of0voted this as helpful.
Review 17 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
Date:March 20, 2009
Marguerite Rousseau
We tried two other Geometry programs before this one. Teaching Textbooks is definately easier to understand and gives the "non-math" teacher the most help. The computer teacher is easy to understand, there are just enough problems and the explainations are complete. I highly recommend this program.
Share this review:
0points
0of0voted this as helpful.
Review 18 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
Date:February 11, 2009
Constance Ortiz
This is hands down one of the best math cirriculums out there. The step by step teaching and help with solutions to problems provide a frustration-free math class.
Share this review:
0points
0of0voted this as helpful.
Review 19 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
Date:November 7, 2008
Shirley Duchi
Love the one-on-one tutoring! My son has been so frustrated when he was stumped with a problem I couldn't help him with. Now I just say, "go to the lesson on the CD". When he does, he always gets his problem solved. Praise God for such a wonderful program!
Share this review:
0points
0of0voted this as helpful.
Review 20 for Geometry Teaching Textbooks Kit
Overall Rating:
5out of5
Date:June 27, 2008
Karen Dekker
This curriculum is fantastic! Each bite-sized lesson is simple, yet teaches all concepts of plane (high school) geometry, including proofs.
|
When Microsoft ventures into something, you know its going to be the best and the biggest. So this Graphing calculator was no different.
The Graphing calculator is just a small part of Microsoft Student's Math tools and is made by the Educational Products Division of Microsoft (My favourite division for reasons you will never know )
2D Graphs
Making 2d Graphs is a piece of cake.You just feed the equations in the forms as y=4x^2 or something like that, the software automatically formats the equation with the proper superscript thing as shown in the screenshot below
The Graphs come out pretty well, and are easy to understand with tracing features.
Click on graph for a better view of it.
3D Graph
I know what you are saying, 2D graphing is for newbies, 3D graphing is for engineers. I wish that i had got this thing before, i could have understood multiple integration much better using the tools provided, the 3D graphs can be seen as wire frame or Filled color. The graphs can also be zoomed into from various perspectives and rotated. All in all , a great tool to understand complex 3D math.
Click for a better view of the Graph
|
Bachelor of Science in Mathematics Courses
Course Descriptions
A first course in calculus and analytic geometry. Differentiation and integration of algebraic and transcendental functions of one variable, with applications. Topics include limits, continuity, differentiation, integration, the mean value theorem, and the fundamental theorem of calculus.
An introduction to real analysis: algebraic and topological structure of the real number system, completeness, theory of sequences, limits of functions, continuity, differentiability, sequences and series of functions, and uniform convergence.
Capstone course for the major in mathematics. Major events in the development of mathematics from ancient times through the twentieth century. The mathematics of early civilizations, Greece, non-western civilizations, the Middle Ages, and modern mathematics. Discovery of incommensurability, the origins of the axiomatic method, trigonometry, solution of equations, calculation of areas and volumes, analytic geometry, probability, and calculus. Mathematical content emphasized.
Study of several different fields of mathematics and their applications for liberal arts students. Through the process of discovery with everyday applications, students consider the beauty and elegance of mathematics as they improve their critical thinking and analysis skills. Topics include set theory, inductive and deductive reasoning, basic probability and statistics, number theory, algebraic modeling, basic geometry and trigonometry, and finance applications.
Introductory study of basic descriptive and inferential statistics with an emphasis on real-world applications and the use of current technology. Topics include sampling, random variables, probability distributions, measures of central tendency and variation, and testing of hypotheses.
Addresses systems of linear equations, linear transformations, and matrices, determinants, eigenvectors and eigenvalues. Euclidean spaces and vector spaces. Logic and methods of proof. Sets, relations, and functions. Brief introduction to group, ring and field theory. Properties of formal systems. Cannot be applied to the major in mathematics.
Addresses first and second order differential equations. Linear systems of differential equations. Fourier series and applications to partial differential equations. Laplace transforms. Introduction to stability, nonlinear systems, and numerical methods.
|
About the Book Discrete Mathematics and Combinatorics provides a concise and practical introduction to the core components of discrete mathematics, featuring a balanced mix of basic theories and applications. The book covers both fundamental concepts such as sets and logic, as well as advanced read more...
|
Description: This book is a collection of thought-provoking essays that frame basic issues, provide background, and suggest ways to strengthen the mathematical education of all students. The essays present ideas for making mathematical education meaningful for all students--how to meet the ... Read More
Reviews:
"This book presents current issues in applied mathematics, standards and assessment, and curriculum in a way that is informative, interesting, and relevant to high school mathematics students. Where other resources may have described classroom techniques in general, this exemplary resource ...
Read More
Description
This book is a collection of thought-provoking essays that frame basic issues, provide background, and suggest ways to strengthen the mathematical education of all students. The essays present ideas for making mathematical education meaningful for all students--how to meet the practical needs of students entering the work force after high school as well as the needs of those going on to postsecondary education. The essays take up issues such as: finding common ground between science and mathematics education standards and improving the articulation from school to work. High School Mathematics at Work provides thoughtful views from mathematicians, educators, and other experts, and identifies rich possibilities for teaching mathematics and preparing students for the technological challenges of the future.
Reviews
"This book presents current issues in applied mathematics, standards and assessment, and curriculum in a way that is informative, interesting, and relevant to high school mathematics students. Where other resources may have described classroom techniques in general, this exemplary resource is specific." -- Regina Mistretta, The Mathematics Teacher
|
Covers topics commonly taught in 8th grade math and some pre-algebra concepts. It is also suitable for high school students and adult learners who need to brush up on their basic math skills. Features include 25 standards-based lessons, over 300 interactive quiz questions, 25 skill-building animations, and a searchable database of over 500 key basic math terms. Featured Lessons includes Sequence and Series, Polynomials, Square Roots, Introduction to Geometry, Triangles and other Polygons, Pythagorean Theorem and Trigonometry.
|
This well-written introduction to differential calculus features a refresher of prerequisite material, applications of derivatives, and concepts of limits and is designed to be particularly accessible and clear, while maintaining high standards of rigor.
|
National HE STEM maths strand
The National HE STEM Programme is a 3-year, £21million, initiative funded by the Higher Education Funding Councils for England and Wales (HEFCE and HEFCW) that commenced on the 1 August 2009.
Building on the experience of the More Maths Grads project (MMG) a group of societies and others in the mathematical sciences have collaborated to oversee and direct the mathematical sciences input to the National HE STEM Programme. The bodies comprise: the Institute of Mathematics and its Applications (IMA), the London Mathematical Society (LMS), the Royal Statistical Society (RSS), the Heads of Departments of Mathematical Sciences (HoDoMS), sigma and the HEA MSOR Network.
The mathematical sciences programme will address the following main themes:
(a) Integration and diversity - drawing on and extending the work of MMG and others to widen and enlarge entry to mathematical sciences undergraduate courses, and embed approaches into universities.
(b) Employer engagement - looking at employer needs in basic and high-level mathematics and statistics and in the application of scientific and mathematical knowledge in order to meet the Government's wish to improve work-force skills, and exploring implications for the HE curriculum.
(c) HE curriculum innovation - exploring current learning, teaching and assessment practices within mathematical sciences departments, and disseminating good practice.
(d) Mathematical sciences support - establishing and extending a network for mathematical sciences support in universities, building on sigma's regional hub model, working together to share resources and experience.
This brochure has been created to give a broad overview of the work of the mathematics strand in the National HE STEM Programme. You can download a copy of the brochure below.
A more indepth and detailed report and brochure showcasing the work of the six Spoke Universities and four professional bodies working with the National HE STEM Programme will be made available on the HE STEM website in January 2013.
|
10 digit dot matrix full function calculator with large color changing display and a five function clock. Features a built-in formula computation mode that supports up to an 80 character formula function. Uses 4 AAA batteries (not included).
|
Book details
Book description
>Covering all the basics including fractions, equations, primes,
squares and square roots, geometry and fractals, Dr Richard Elwes will
lead you gently towards a greater understanding of this fascinating
subject. Even apparently daunting concepts are explained simply, with
the assistance of useful diagrams, and >Covering all the basics including
fractions, equations, primes, squares and square roots, geometry and
fractals, Dr Richard Elwes will lead you gently towards a greater
understanding of this fascinating subject. Even apparently daunting
concepts are explained simply, with the assistance of useful diagrams,
and
|
Important Books For IIT JEE
This book is preferred by most of the students preparing for IIT-JEE and other international Olympiads.Students refer it for 10+2 level exams like:
· IIT-JEE
· AIEEE
· Medical
· Olympiad and other exams
Expert Review:
Lines of Appreciations (Why should I buy this book?)
Chapters like Functions, Graphical Transformation, Monatonocity are dealt very nicely . This book is concept oriented book, it also provides very helpful tricks.
Room for improvements (Why should I keep away from this book?)
Selection of problems has been a very big issue with this book. Problems intended for Olympiad and ISI (Indian Statistical Institute) are not very useful for JEE aspirants, so student needs to be quiet selective.
Make the most of tricky questions provided in this book.
User Reviews:
*
-88141
Posted On:Jun 22, 2012 01:42 AM
Review By
Pricool
I believe that peploe can be sorted in two categories, one who always yearned for IIT and the second who wanted go to a good engineering college(including IIT).Now, for the peploe belonging to category 1, and their JEE went well. They feel that their work is done. But is it? I don't think so. Now, you have undoubtedly done a tremendous job. You have worked hard for 2 years, passed the main objective, but what if you finish the job. After having done all the hard work, just put in some finishing touches so as to complete the task, and undoubtedly you will cherish the fruit of this extra effort throughout your life.For peploe belonging to category 2 and category 1 who did not fare as they hoped, this is their chance. Yes, IIT is a big name, it might even give you a better push towards a successful career, but it is you, who will decide what will you make out of yourself. After entering the professional world, it is you which will matter, not the name of the institute from which you graduated.So brace yourself for the forthcoming exams and give your best, and be confident.Cheers !!
*
FABULUS BOOK
Posted On:Jul 20, 2009 03:23 AM
Review By
PRM
it is awesome book & if you solve each sum properly with understanding it is really good
|
Book description
Published in partnership with SEDL, The Problem with Math Is
English illustrates how students often understand fundamental
mathematical concepts at a superficial level. Written to inspire ?aha?
moments, this book enables teachers to help students identify and
comprehend the nuances and true meaning of math concepts by exploring
them through the lenses of language and symbolism, delving into such
essential topics as multiplication, division, fractions, place value,
proportional reasoning, graphs, slope, order of operations, and the
distributive property.
Offers a new way to approach teaching math content in a way that
will improve how all students, and especially English language
learners, understand math
Emphasizes major attributes of conceptual understanding in
mathematics, including simple yet deep definitions of key terms,
connections among key topics, and insightful interpretation
This important new book fills a gap in math education by illustrating
how a deeper knowledge of math concepts can be developed in all
students through a focus on language and symbolism.
Concepcion Molina, Ed. D., is a program associate with SEDL, a
private, nonprofit education research, development, and dissemination
corporation based in Austin, Texas. Dr. Molina supports systemic
reform efforts in mathematics and works to assist state and
intermediate education agencies in their efforts to improve
instruction and student achievement.
|
Description
This book offers a comprehensive presentation of the mathematics required to tackle problems in economic analysis. To give a better understanding of the mathematical concepts, the text follows the logic of the development of mathematics rather than that of an economics course. After a review of the fundamentals of sets, numbers, and functions, the book covers limits and continuity, the calculus of functions of one variable, linear algebra, multivariate calculus, and dynamics. To develop the student's problem-solving skills, the book works through a large number of examples and economic applications. The second edition includes simple game theory, l'Hopital's rule, Leibniz's rule, and a more intuitive development of the Hamiltonian. An instructor's manual is availableMathematics for EconomicsMathematics for Economics
|
Math is Hard, but Ace it Anyway
Synopsis
In Math is Hard, but Ace it Anyway, the author shares her moving story, and discusses proven cutting-edge strategies that, if applied, will produce amazing results in math. Students will learn how to develop more confidence and ability in math, and ultimately it will lead them through a process that will have them enjoying and succeeding in mathematics. The goal of this book is to help students to better understand numbers and to be able to work with them comfortably and confidently. Most people are never taught the most important thing: how to learn math and be successful at it. By making a serious effort to apply the strategies and ideas presented in this book, you will become confident and strong in math, but you will also actually begin to enjoy
|
I'm lost and want textbooks.
I'm lost and want textbooks.
I think that pretty much describes this topic. I'm in Calc ATM and realised that I've forgotten many ideas from previous math classes. I don't have most of my notes as it was mostly problem solutions anyway, furthermore, that's not really what I want.
I want to start from Algebra I (seriously, like x+1 = 2) and catch up to Calc. I'm motivated, I just need a list of books in succession to learn theory and why something works the way it does. In other words, I don't want the "this is how you solve this problem, memorise it" type stuff teachers give out, I want reasoning and whatnot.
So, does anyone know a good place (books) to start from the beginning and books on continuing past that?t
I suggest that you look at books from the Schaum Outline series. There's a book on almost any math subject you might be interested in and they are inexpensive. You can browse the Table of Contents on the Amazon link. The PreCalculus volume might be a good starting place. You might be able to find this series in your college or other local bookstore, too.
Thanks for the suggestions! Basically, I'm not forgoing class but due to many circumstances I feel behind. My Calc class is great, I honestly understand the process (i.e. how to do the rule/shortcuts, but not WHY it works or WHAT a derivative exactly is) of Differentiation and most of the theorems we're learning in the same regard. Buuut while I understand the topic, I find that my algebra is so poor that while I can do derivatives my algebra is so lacking that I lost A LOT of points on tests because I suck at factoring and whatnot.
This is why I would love to review/relearn topics from scratch (I learn faster on my own) and then read and gain a better understanding of Calculus on my own before I move on to higher math. I want to understand everything, not just know the procedures etc. I hope this clears up any misunderstandings.
Buy, or borrow from your local library, a copy of "Forgotten Algebra" and do every problem in the book as fast as you can go. Then do it all again. That book is specifically for people who once knew algebra, but the brain cells have lost this. I expect you will be surprised how much algebra will come back after having really done this. The only negative comment a student ever made to me about this was that one wished there was a "Forgotten Advanced Algebra."
This book is not a "Bourbaki" development of algebra from the most abstract philosophical principles. It is meant to put back algebra brain cells that were once there that lower level students have lost. If you never knew any algebra it would not be appropriate.
|
Jump to:
Calculus and Its Applications [Paperback]
Description of Calculus and Its Applications
For Applied Calculus courses.
These extremely readable, highly regarded, and widely adopted texts present innovative ways for applying calculus to real-world situations in the business, economics, life science, and social science disciplines.
The texts straightforward, engaging approach fosters the growth of both the students mathematical maturity and his/her appreciation for the usefulness of mathematics. The authors tried and true formula - pairing substantial amounts of graphical analysis and informal geometric proofs with an abundance of hands-on exercises - has proven to be tremendously successful with both students and instructors.
Features and Benefits
NEW - Graphing functions using technology featured. Details the way in which graphing can be used to foster understanding of topics.
NEW - Delta Notation featured. Provides students with clearer presentation of derivatives.
NEW - Derivative as rate of change. Reinforces students ability to interpret the derivative as rate of change.
NEW - Analysis of data. Provides students with real-life applications whose functions are defined by tables of data.
NEW - Added emphasis on regression and technology. Familiarizes students with spreadsheets and other technologies so they can perform computations for various regressions.
NEW - Real-life data. Provides students and instructors with access to relevant statistical data on web site.
Self-contained material. Allows students with limited math knowledge to access information.
Real-life applications/scenarios. Demonstrates to students the relevance of their studies.
Easy-to-understand instructions for using calculators are provided. Eliminates the need for a manual.
Title Information
Customer Reviews from Amazon
Contents of Calculus and Its Applications
Preface
Introduction
0. Functions
Functions and Their Graphs. Some Important Functions. The Algebra of Functions. Zeros of Functions - The Quadratic Formula and Factoring. Exponents and Power Functions. Functions and Graphs in Applications. Appendix- Graphing Functions Using Technology.
1. The Derivative
The Slope of a Straight Line. The Slope of a Curve at a Point. The Derivative. Limits and the Derivative. Differentiability and Continuity. Some Rules for Differentiation. More About Derivatives. The Derivative as a Rate of Change.
2. Applications of the Derivative
Describing Graphs of Functions. The First and Second Derivative Rules. Curve Sketching (Introduction.) Curve Sketching (Conclusion.) Optimization Problems. Further Optimization Problems. Applications of Derivatives to Business and Economics.
3. Techniques of Differentiation
The Product and Quotient Rules. The Chain Rule and the General Power Rule. Implicit Differentiation and Related Rates.
5. Applications of the Exponential and Natural Logarithm Functions
Exponential Growth and Decay. Compound Interest. Applications of the Natural Logarithm Function to Economics. Further Exponential Models.
6. The Definite Integral
Antidifferentiation. Areas and Reimann Sums. Definite Integrals and the Fundamental Theorem. Areas in the xy-Plane. Applications of the Definite Integral.
7. Functions of Several Variables
Examples of Functions of Several Variables. Partial Derivatives. Maxima and Minima of Functions of Several Variables. Lagrange Multipliers and Constrained Optimization. The Method of Least Squares. Nonlinear Regression. Double Integrals.
8. The Trigonometric Functions
Radian Measure of Angles. The Sine and the Cosine. Differentiation of sin t and cos t. The Tangent and Other Trigonometric Functions.
9. Techniques of Integration
Integration by Substitution. Integration by Parts. Evaluation of Definite Integrals. Approximation of Definite Integrals. Some Applications of the Integral. Improper Integrals.
|
Description
Chapter Zero is designed for the sophomore/junior level Introduction to Advanced Mathematics course. Written in a modified R.L. Moore fashion, it offers a unique approach in which students construct their own understandings. However, while students are called upon to write their own proofs, they are also encouraged to work in groups. There are few finished proofs contained in the text, but the author offers "proof sketches" and helpful technique tips to help students as they develop their proof writing skills. This book is most successful in a small, seminar style class.
Table of Contents
0. Introduction-an Essay
Mathematical Reasoning.
Deciding What to Assume.
What Is Needed to Do Mathematics?
Chapter Zero
1. Logic.
True or False.
Thought Experiment: True or False.
Statements and Predicates.
Quantification.
Mathematical Statements.
Mathematical Implication.
Direct Proofs.
Compound Statements and Truth Tables.
Learning from Truth Tables.
Tautologies.
What About the Converse?
Equivalence and Rephrasing.
Negating Statements.
Existence Theorems.
Uniqueness Theorems.
Examples and Counter Examples.
Direct Proof.
Proof by Contrapositive.
Proof by Contradiction.
Proving Theorems: What Now?
Problems.
Questions to Ponder
2. Sets.
Sets and Set Notation.
Subsets.
Set Operations.
The Algebra of Sets.
The Power Set.
Russell's Paradox.
Problems.
Questions to Ponder.
3. Induction.
Mathematical Induction.
Using Induction.
Complete Induction.
Questions to Ponder.
4. Relations.
Relations.
Orderings.
Equivalence Relations.
Graphs.
Coloring Maps.
Problems.
Questions to Ponder.
5. Functions.
Basic Ideas.
Composition and Inverses.
Images and Inverse Images.
Order Isomorphisms.
Sequences.
Sequences with Special Properties.
Subsequences.
Constructing Subsequences Recursively.
Binary Operations.
Problems.
Questions to Ponder
6. Elementary Number Theory.
Natural Numbers and Integers.
Divisibility in the Integers.
The Euclidean Algorithm.
Relatively Prime Integers.
Prime Factorization.
Congruence Modulo n.
Divisibility Modulo n.
Problems.
Questions to Ponder.
7. Cardinality.
Galileo's Paradox.
Infinite Sets.
Countable Sets.
Beyond Countability.
Comparing Cardinalities.
The Continuum Hypothesis.
Problems.
Questions to Ponder.
8. The Real Numbers.
Constructing the Axioms.
Arithmetic.
Order.
The Least Upper Bound Axiom.
Sequence Convergence in R.
Problems.
Questions to Ponder.
A. Axiomatic Set Theory.
Elementary Axioms.
The Axiom of Infinity.
Axioms of Choice and Substitution.
B. Constructing R.
From N to Z.
From Z to Q.
From Q to R
|
MA141 - College Trigonometry
Course Description: MA141 College Trigonometry: A consideration of those topics in trigonometry necessary for the calculus. Topics include: circular functions, identites, special trigometric formulas, solving triangles, polar coordinates, vectors, and conic sections. 3:0:3 Prerequisite: MA135, or a high school or transfer course equivalent to MA135, or ACT math score greater than or equal to 26, or an SAT math score greater than or equal to 560, or a COMPASS score greater than or equal to 46 in the College Algebra placement domain. @ (From catalog 2011-2012)
|
Courses
Course Details
MATH 096 Intermediate Algebra and Geometry
5
hours lecture,
5
units
Letter Grade or Pass/No Pass Option
Description: Intermediate algebra and geometry is the second of a two-course integrated sequence in algebra and geometry. This course covers systems of equations and inequalities, radical and quadratic equations, quadratic functions and their graphs, complex numbers, nonlinear inequalities, exponential and logarithmic functions, conic sections, sequences and series, and solid geometry. The course also includes application problems involving these topics. This course is intended for students preparing for transfer-level mathematics courses.
|
I dont get linear algebra
I dont get linear algebra
I had a linear algebra course for my 1st year civil engineering curriculum, and I passed with a 3.2 GPA but I only conceptually understood about 10% of what was taught to me.
I don't know what an eigenvalue/eigenvector is, what the hell is a subspace, nullspace, imagespace. What the hell is a linear transformation, what the hell is a determinant of an nxn matrix, what the hell is a matrix.
How the hell was I able to get a decent mark in a subject I know nothing about?
Facepalm.
I found calculus 1 (single variable) way easier to understand than this stuff.
I can't explain the whole linear algebra curriculum in a short post, but it is a fundamental part of mathematics. It sounds like you basically know nothing about the subject but you managed to pass with a decent grade. Good job?
1. Solving systems of linear equations is part of linear algebra, and this is probably the part that is used the most by the most people.
2. Finish calculus and differential equations and then revisit linear algebra. Conceptually it might make more sense then.I dont get linear algebra
Quote by tahayassenIf you want to understand linear algebra intuitively, you'll get better advice by asking for an explanation of one concept at a time rather than by asking for an explanation of the entire subject. When it comes to intuition, people have a wide variety of ways of looking at mathematical concepts. You can get 5 different ways of looking at one simple idea.
The key with linear algebra is mathematical maturity. You need to understand that definitions are just definitions. There's nothing deeper.
An eigenvalue, λ, and eigenvector, x of a matrix A are such that Ax=λx. That's IT. There's absolutely nothing more to it than that. That's all that it means. Why you care, how it's used is a completely different question. But that's all it is.
A matrix is just an array of numbers. That's ALL. Nothing more. That's all there is to it. Nothing deeper, nothing more. An array of numbers. Don't try to pull things out of it that simply aren't there. Yes, you can do cool things with it. Yes, you apply it in weird places. But that's ALL IT IS. An array of numbers.
The one thing I think that's taught poorly is vector spaces. Why they give you an example of an algebraic structure before you understand what an algebraic structure IS, is completely past me.
An algebraic structure is a SET with ONE OR MORE operations defined on it. In a VECTOR SPACE, the set is the set of vectors. The operations are scalar multiplication and vector addition.
An algebraic structure IS math. It's such a confusing, deep subject if you don't really understand what's going on. But when you get it, it's pretty cool. Anything you do in math is in an algebraic structure (most the time, you're dealing with Euclidean space. Euclidean space is the "normal" space with "normal" rules).
A much better example of a structure is what's called a FIELD. (NOT a vector field, when you get to multivariate calculus. This is extremely important) A FIELD is a structure with elements that has two operations, + and * defined over it. It has a list of axioms; closure, 4 additive ones, 4 multiplicative ones, one associative one. An axiom is a DEFINITION.
See, in the real world we don't have wild 2s running around. "2" does NOT exist in nature. You always have 2 something. 2 rocks, 2 buildings, 2 blades of grass, 2 whatever. But "2" does NOT exist. We CREATE "2" to describe the real world. To describe the world, we create these ALGEBRAIC STRUCTURES.
A field IS numbers. When you ask your friend what 2+2 equals, you're working in a FIELD, namely R (the real numbers). Make sense? An algebraic structure IS math. Whatever you do in math is a structure. A vector space is ANOTHER example of a structure. Just one that's studied extensively in linear algebra. Anything you want to know about the operations (EXCEPT WHAT THE OPERATIONS ARE ACTUALLY DOING!), you can derive from the axioms. In a vector space, you can derive ALL you want to know about scalar multiplication or vector addition from the axioms. BUT the one thing you CAN'T derive is WHAT YOU'RE ACTUALLY DOING when you add vectors. YOU must define that.
So long story short, you probably DO understand it. You're just looking for something that's not there. Definitions are just definitionsLinear algebra isn't meaningless at all, when did I ever say anything like that? You're just learning things rigorously, without much if any physical intuition.
Like with eigenvalues/eigenvectors. There really isn't a physical intuition behind it (maybe there is? I just never heard of any). It just is. That doesn't mean that it's "meaningless". It's used to solve differential equations later, which renders them super useful.
I amend my comment to say that without context, an abstract system of rules and definitions such as linear algebra can be hard to hold onto.
Quote by johnqwertyful
Not everything in math has some physical significance.
I know at least one other poster here who would agree with this. I tend to disagree though.
In the case of an eigenvector, its physical significance is that it represents a subspace that is invariant under a linear transformation. The eigenvalue is the scaling factor applied to that invariant subspace. (geometry is physical enough for me )Since you, according to one of your recent posts, are currently studying Algebra 1, you are not yet ready to understand much of Linear Algebra. Give yourself about 2 more years.
Attitude? I was simply expressing my confusion over this newly (I can't stress the word newly enough) learned subject. It is my sole intention to strengthen my intuition with the subject in the same way I am intuitive with calculus and geometry.
I don't hate linear algebra, it not as though I want to attack it with a light saber, I just find it more abstract than any other branch of math I have been exposed to.
Perhaps soil mechanics is your bag
As I am a 1st year undergrad student with no exposure whatsoever to the specialties of civil engineering, drawing such conclusions based on the limited info and limited time of exposure I have had with linear algebra (3 months) is a little too extreme.
Funny,
I thought Linear Algebra was easier to grasp than Calculus. I guess it's because it's hard for me to visualize a mathematical concept (it took me a while to understand what a derivative is from a geometric point of view). With linear algebra you just take a system of linear equations, strip the constants and coefficients from it and viola, you have a matrice! And from there you can apply elementary row operations on it to get a solution, find it's inverse, it's determinant, etc...
To be fair though I learned Linear Algebra independently (which probably made it easier), and I've only gotten the basics (I haven't learned about eigenvalues or linear transformations yet).
|
Technical Calculus I Certificate Course
Technical calculus I certificate course with online exams and instructor assistance. Learn calculus concepts at home quickly with this powerful calculus course.
Calculus course
Technical Calculus I is a distance learning math course that will show you how to master some of the basic concepts of Calculus quickly.
Learn calculus from the comfort of your own home and study when it's convenient for you - there are no time limits! Take your exams online and finish with an academic Certificate of Completion in calculus from CIE Bookstore.
Students learn calculus principles of analytic geometry, limits, derivatives, simple integration, and indefinite integrals with emphasis on applications of derivatives and integrals.
This easy-to-complete program includes 8 unique distance learning lessons and instructor tutorial help. Everything you need to graduate is sent to your home and you can take your exams online.
Our highly trained instructors are only a phone call away (or e-mail) from providing you with reassuring assisance whenever you need it.
Best of all, you'll earn an impressive Calculus Certificate of Completion from CIE Bookstore suitable for framing when you're finished!
Learn the basics at home with this distance learning calculus course and then move on to more advanced topics.
Eight Lesson Topics:
1. Basic Concepts of Calculus
Upon completion of this lesson the student will understand more about algebraic functions, limits, rates of change, and they are introduced to derivatives and integrals.
2. Calculus Part I: Analytical Geometry & Second Degree Equations
Upon completion of this lesson the student will have a basic understanding of calculus through the rotation of axes, circles, ellipses, hyperbolas, parabolas, completing the square, and identifying a conic shape from a second-degree equation.
3. Calculus Part II: Basic Concepts in Differential Calculus
Upon completion of this lesson the student will have a better understanding of the derivative and the use of standard derivative formulas.
4. Calculus Part III: Further Differentiation Techniques and Applications of the Derivative
Upon completion of this lesson the student will have strengthened their understanding of derivatives by developing derivatives of products and quotients.
5. Calculus Part IV: Fundamentals of Integration
Upon completion of this lesson the student will have an understanding of integral calculus through recognizing integrals, finding indefinite integrals and integrals of a sum.
6. Calculus Part V: Applying Integral Calculus
Upon completion of this lesson the student will have a better understanding of integrals.
7. Calculus Part VI: Derivatives of Transcendental Functions
Upon completion of this lesson the student will have an understanding of how to find the derivative of functions.
8. Calculus Part VII: Integrating Transcendental Functions
Upon completion of this lesson the student will have an understanding of how to determine the integral of exponential and logarithmic functions, trigonometric functions, using integral tables, integration by parts, and how to apply integrals to electronic circuits.
Calculus Course - Student Evaluation and Grading Method:
Students are required to complete all performance requirements above. Each of the eight assignments concludes with an examination comprising of a multiple-choice test.
The assignment examinations are open book. The final grade for this course will be determined as follows: eight examinations equals 100% of the final grade.
These are the same 8 lessons found in World College's Bachelor's Degree program. You could transfer any completed lessons from this course over to World College's nationally accredited Bachelor's Degree program and get full tuition and academic credit.
Student Privileges:
1. Instructor Assistance:
Use our toll-free Instructor Hot-line to access our faculty and staff if you ever need assistance with your calculus course work. CIE's dedicated staff of instructors do more than just grade your exams; they help guide you, step-by-step, through your studies and hands-on training.
They'll encourage you when you're doing well and give you support when you need it. Most importantly they'll see that every question you have receives careful consideration by one or more members of the staff.
You can be sure the response, whether it's a simple explanation or an in-depth theoretical discussion, will be prompt, courteous and thorough. We'll make sure that you'll never study alone.
2. Priority Grading - No waiting
Your submitted exams will be graded and sent back to you within 24 hours. You can be sure that you will get back almost instantaneous feedback from your exams. Take your exams online on our e-grade web site or mail them in to us.
3. Professional Certificate of Completion from CIE Bookstore
After finishing this course you'll receive a calculus certificate of completion suitable for framing!
How do I enroll in the Calculus Course?
1. You can order online with a credit card or PayPal (click the 'Add to Cart' button).
2. Call us at (800) 321-2155 and ask for course 01-MTH231.
3. You can mail a check or money order for $109.95
(includes $14.95 for shipping/handling) to:
CIE Bookstore
1776 E. 17th Street
Cleveland, Ohio 44114
4. Western Union or Bank transfer.
5. You can fax your order to us at 216-781-0331.
Foreign shipping expense will be higher.
Learn calculus at home with this distance learning calculus course and earn a calculus certificate!
Current rating is 5.00. Total votes 1.
Calculus course
Old price:
$195.00 (USD) $95.00 (USD)
Product reviews
Exceptional Course
Very challenging and presented at a nice easy pace. instructors were very helpful; always available. I am very excited about the certificate!
|
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more.
Course Hero has millions of course specific materials providing students with the best way to expand
their education.
MAT 320 Introduction to AnalysisReview SheetThe nal exam is cumulative and covers everything we have learned in MAT319/MAT320 during the semester. You must know all the denitions and statements of the important theorems, and also understand all pr
MAT 320 Introduction to AnalysisPractice Questions for Midterm 2The questions below are meant to give you some practice for the material, not to mimic an actual exam. (Some of these questions are harder than the exam questions would be.) There wil
MAT 320 Introduction to AnalysisReview Sheet for Midterm 2The second midterm covers everything we learned since the rst midterm; an outline of the material is found below. (You are also responsible for the material covered before the rst midterm,
MAT 320 Introduction to AnalysisHomework 9due WEDNESDAY, November 15 This is a shorter homework because its due on Wednesday, not Friday as usual. 1. Suppose that f : R R is continuous, limx f (x) = 0, and limx f (x) = 0. Show that f is bounded o
MAT 320 Introduction to AnalysisHomework 7due Friday, November 31. Determine whether the following series are convergent or divergent. (Use Comparison test or other methods covered in class, if you prefer.)(a)2. Let be a series with an > 0
Monday Human and chimp DNA is ~98.7 similar, But, we differ in many and profound ways, Can this difference be attributed, at least in part, to differences in gene expression, rather than differences in the actual gene and gene products?How are
Math 484Part IFinal Exam11 May 20091. (10 points) How many dierent one-to-one functions are there from the set {1, 2, 3, 4} to the set {1, 2, 3, 4, 5, 6, 7}? Solution: There are seven possibilities for f (1), six for f (2) (since it cannot be
Math 484Problem Set #4Due 25 February 20091. For j 1, n 0 and k 0, let Mj (n, k ) be the number of k -multisets that can be formed from n if each element of n can be used at most j times.(a) (Exercise 1.5.1) Use the Rule of Product to sho
Math 484 Quiz #1Solution 18 February 20091. Steve the composer writes melodies using only the pitches A, B, C, D, E, F, and G. (a) How many dierent ve-note melodies can Steve write down (ignoring issues of rhythm, dynamics, and so on) if he does
Math 133Unit 27 ExercisesVoting systems and fairness criteriaSpring 2009The four voting fairness criteria are The Majority Criterion If candidate X has rst-place votes from a majority of the voters, then X should win. The Condorcet Criterion I
Math 133B Quiz #5Solution 6 April 20091. Harriet borrows $13,000 from a bank that charges an interest rate of 9.65%, compounded continuously. If she makes no payments for four years, how much does Harriet owe to the bank four years after borrowin
Jayme WilliamsPenn State University JLW5168@psu.eduObjectiveTo acquire skills in all areas of the business field as well as develop my public speaking and problem solving skills. I plan to graduate from Penn State University with a bachelors degr
Play Day Books Spring 2009 Celebrating Books of Journey and Adventure!Ladybug Girl Lulus older brother says she is too little to play with him. Her mama and papa are busy too, so Lulu has to make her own fun. This is a situation for Ladybug Girl! La
PEaryy Year s: la lin theNANU CLARK/MILLS COLLEGE CHILDRENS SCHOOL STEVE FISCH PHOTOGRAPHYNANU CLARK/MILLS COLLEGE CHILDRENS SCHOOLKey to School Success Bay Area Early Childhood Funders May 2007 Based on the work of the late Dr. Patricia Monig
ASSIGNMENT #1 AUTOBIOGRAPHY OF PLAYPlay- a dynamic, active, and constructive behavior- is an essential and integral part of all childrens healthy growth, development, and learning across all ages, domains, and cultures. (Isenberg & Quisenberry, 200
Running Head: AUTOBIOGRAPHY OF PLAYYesterday and Today, I Always PlayLSRC 305 Dr. Dianne PhilibosianCalifornia State University, Northridge1Play is a complicated word. The word play can have multiple definitions. The definition depends sole
Sample Only Not necessarily an A paper 1 Component 2 Play Day: Wall of Adventures Go where your imagination takes you. Regards to the Man in the Moon is about a boy who builds a spaceship and launches himself into space. This little boy took some ran
Astronomy 141 Life in the Universe Professor Gaudi Homework #3Name _ Astronomy 294 Life in the Universe Winter Quarter 2008 Prof. Gaudi Homework #3 Due Monday November 17 in class Instructions Answer the following six questions by circling the
Astronomy 141 Life in the Universe Professor Gaudi Homework #2Name _ Astronomy 141 Life in the Universe Autumn Quarter 2008 Prof. Gaudi Homework #2 Due Monday, October 27 in class Instructions Answer the following six questions by circling the
Astronomy 141 Life in the Universe Professor Gaudi Homework #2Astronomy 294 Life in the Universe Autumn Quarter 2008 Prof. Gaudi Homework #2 SolutionsAstronomers surveying the outer solar system discover a new planet that they name Rocky. As
Astronomy 141 Life in the Universe Professor Gaudi Homework #1Astronomy 141 Life in the Universe Autumn Quarter 2008 Prof. Gaudi Homework #1 Due Monday, October 6 in class Instructions: Answer the following four questions by circling the corre
ASTRONOMY 294Z: The History of the Universe Professor Barbara RydenSOLUTIONS TO PROBLEM SET # 51) [20 points] Einstein showed that mass (M ) and energy (E) are interchangeable: E = M c2 , where c is the speed of light. This implies, for instance,
ASTRONOMY 294Z: The History of the Universe Professor Barbara RydenSOLUTIONS TO PROBLEM SET # 41) [20 points] Today, the average density of matter in the universe is = 3 10-27 kg/m3 . If the matter consisted entirely of hydrogen atoms, how many
ASTRONOMY 294Z The History of the Universe Professor Barbara RydenProblem Set # 7: The Last Problem Set Due Tuesday, March 4 at class timeNAME (please print clearly):SCORE (instructor use only):Reminder: The Final Exam for this class will be
|
The arithmetic theory of quadratic forms is a rich branch of number theory that has had important applications to several areas of pure mathematics--particularly group theory and topology--as well as to cryptography and coding theory. This book is a self-contained introduction to quadratic forms that is based on graduate courses the author has taught many times. It leads the reader from foundation material up to topics of current research interest--with special attention to the theory over the integers and over polynomial rings in one variable over a field--and requires only a basic background in linear and abstract algebra as a prerequisite. Whenever possible, concrete constructions are chosen over more abstract arguments. The book includes many exercises and explicit examples, and it is appropriate as a textbook for graduate courses or for independent study. To facilitate further study, a guide to the extensive literature on quadratic forms is provided.
Readership
Graduate students interested in number theory and algebra. Mathematicians seeking an introduction to the study of quadratic forms on lattices over the integers and related rings.
Reviews
"Basic Quadratic Forms is a great introduction to the theory of quadratic forms. The author is clearly an expert on the area as well as a masterful teacher. ... It should be included in the collection of any quadratic forms enthusiast."
-- MAA Reviews
"Gerstein's book contains a significant amount of material that has not appeared anywhere else in book form. ... It is written in an engaging style, and the author has struck a good balance, presenting enough proofs and arguments to give the flavor of the subject without getting bogged down in too many technical details. It can be expected to whet the appetites of many readers to delve more deeply into this beautiful classical subject and its contemporary applications."
|
At-a-glance
Low D high minus high D low, all over the bottom squared. (to Jeopardy theme)
This little song is a perfect little way to remember one of the concepts of Calculus. Remember it, and it will remember you. There is no escape from the Calculus song…
Quick, quick, what's the derivative of 2x²? 4X! What's the derivative of that? 4! Okay, okay, so maybe that's not really a fair thing to ask. Seriously though, the principles of Calculus aren't really that hard. It's the application of those concepts, and the algebra involved, that really boggles one's mind, quite possibly like making scrambled eggs for supper, or if that's not very appetizing, tossed salad for breakfast. If the salad's no different, well, the rest of the food's gone. Sorry. Could I perhaps interest you in a slice of Pie?
Think of Calculus as…as an island. Yeah…an island…in the middle of nowhere. Think of calc problems as buried treasure, or perhaps hidden booby-traps or pitfalls for some, on said island. There's not really one single way to get to said treasure. Calculus is very similar. There are many paths to the final solution, and the solution may be in a number of different forms.
Now, while a certain someone's head is still spinning like a top, it may be worth mentioning that unless a brilliant Calculus teacher can project this brilliance upon students, like a projector, or a flashlight, students are still left in the dark and cold on the shifty island that is called Calculus.
"Any intelligent fool can take a problem and make it more complex, but it takes genius, and a lot of courage, to move in the opposite direction." – Albert Einstein
OHS's resident AP Calculus teacher, Mr. Wojta, does just that each and every day the sun rises over a student-filled high school in little-old Onalaska (well, this time of year, the sun may not quite be up by the time a decent percentage of the students arrive). Don't understand limits or deviation? Use the textbook and notes! Way to go Mr. Wojta! Make those students work! Besides, what doesn't kill them will only make them smarter! Wait, that sounds a bit counter to the point… But basically, if one's not willing to put some effort into the subject, the subject will do nothing in return. On a more serious note, Calculus is awesome, and awesome is an overused word. So, consider the following:
AP Calc = awesome Awesome = overused word
Therefore, AP Calc = overused word, correct? WRONG! For there is always an exception to the rule.
All school newspaper content is copyrighted by individual schools and protected by copyright law. Participating schools provide all content on this site and agree to the publication of that content. Please read our privacy policy.
|
References
Using GPS to Teach More than Accurate Positionspart of SERC Print Resource Collection Undergraduate science majors need practice in critical thinking, quantitative analysis, and judging whether their calculated answers are physically reasonable. We have developed exercises using ...
This website is devoted to different methods of approximation. The site describes using orders of magnitude, scaling, simplifying numbers, exponential notation, and Fermi questions. Included with the ...
The Mathematical Association of America (MAA) has sought to improve education in collegiate mathematics. This report outlines standards set forth by the MAA to improve college mathematics education. ...
|
Information Portals
Mathematics
Mathematics
Math Forum
The leading online resource for improving math learning, teaching, and communication since 1992.
Math on the Web
Site and journal AMS - American Mathematical Society, journal ZBMATH (Zentralblatt MATH) in full text.
Mathematik.de
German site for improving math learning (you can choose level). Part of it goes without registration and gives an explanation of the selected topic.
MathGuide
The MathGuide is an Internet-based subject gateway to scholarly relevant information in mathematics, located at the Lower Saxony State and University Library, Göttingen (Germany).
Math-net
Math-Net intends to coordinate the electronic information and communication activities of the global mathematical community with the aim to enhance the free-flow of information within the community. Math-Net is a global electronic information and communication system for mathematics.
|
Reviews the
fundamental
ideas of algebra including the real number system, polynomials,
rational
expressions, graphing, equations and inequalities, relations and
functions,
and systems of first degree equations and inequalities. Lecture 3 hours
per week.
GENERAL COURSE
PURPOSE
This course is
designed
to provide a bridge for students who have completed the prerequisite
courses
for either MTH 163 - "Precalculus I" or MTH 166 - "Precalculus with
Trigonometry"
but have not been able to obtain a satisfactory score of the
proficiency
examination for either of those courses. Grades given will be S, R, or
U. Successful completion of this course will provide the student with
the
skills necessary for MTH 163 or MTH 166.
ENTRY LEVEL
COMPETENCIES
Prerequisites are
a
satisfactory score on an appropriate proficiency examination and MTH 3
- "Algebra I" and MTH 4 - "Algebra II" or equivalent. The
student must also obtain a score in a designated range on the
proficiency
examination that tests for competency.
COURSE
OBJECTIVES
As a result of
the
learning experiences provided in this course, the student should be
able
to:
A. perform
operations on polynomials and rational expressions B. solve linear
and
quadratic equations C. graph lines and
parabolas on the Cartesian plane D. solve linear
inequalities
algebraically and graphically E. solve systems
of
linear equations and inequalities F. state the
definition
of a function and give examples of functions G. evaluate
logarithmic
and exponential expressionsMAJOR TOPICS TO
BE
INCLUDED
When possible,
include
problems that will help students to remember basic geometric facts like
perimeter, area, and volume formulas, angle relationships in triangles,
angles formed with intersecting lines, angles formed with parallel
lines
cut by a transversal, similar and congruent triangles, Pythagorean
theorem.
|
Other Resources
Mathematics
Mathematics
Mathematics
The goal of the Mathematics Department is to prepare students for college and to be successful in their careers and everyday life using mathematics in rigorous and challenging ways. We offer the following courses on four levels: Honors (H), Advanced Placement (AP), International Baccalaureate (IB), and Mentally Gifted (MG).
ALGEBRA I (H, MG): 9th grade.
Students will study Real numbers and their properties: algebraic expressions; equations and inequalities in one variable; polynomials including operations and factoring; operations with rational expressions; linear equations and functions; operations with irrational numbers; quadratic equations; systems of equations; and problem solving.
An extension of Algebra II and trigonometry; analytic geometry; functions and their inverses; graphing; logarithmic and exponential functions; complex numbers; radian and degree measure of angles; polar and rectangular coordinates; six trigonometric functions and their inverses; graphs; identities; trigonometric equations; formulas for the sum and difference of two angles, for double angles; law of sines and cosines; operations of vectors and complex numbers. Prerequisites: Algebra I, II and Geometry, grade of B or higher in Algebra II.
CALCULUS (H): 11th or 12th grade.
Topics include properties of functions; limits; the derivative and applications; anti-derivatives, integrals, the definite integral and applications. Prerequisite: 85 or higher grade in Precalculus, permission of the Department Head.
AP CALCULUS AB: 11th or 12th grade.
This course will follow the prescribed advanced placement college curriculum level AB, including: functions, graphs, limits, derivatives, applications of integrals, Fundamental Theorem of Calculus, anti differentiation, polynomial approximations and series. Students should be able to use technology to help solve problems, experiment, interpret results, and verify conclusions. Prerequisites: Algebra 1, 2, Geometry, Precalculus.
IB MATHEMATICS SL: 11th and 12th grades (a 2 year course).
Mathematics SL course is a two-year course designed for students needing a strong background in mathematics as they prepare for entrance into college and continued studies in the sciences, business, or engineering. The curriculum will fully integrate the treatment of Algebra, Functions and equations, Trigonometry, Matrix Algebra, Statistics and Probability, Vectors, and elements of basic first year Calculus. The curriculum will include mathematical modeling of concepts such as data collection, prediction, and simulation. Elements of Calculus will be covered from Limits through Differential and the beginnings of Integral calculus. A portfolio is required. Prerequisites: Algebra 1, 2, and Geometry.
IB MATH STUDIES SL: 12th grade.
The course aims to cover a one-year (150 hours) mathematics curriculum in Group 5 at the standard level. Also, this course aims to enable candidates to experience international mathematical topics, enjoyment and appreciation for various dimensions of mathematics culturally, aesthetically, historically, creatively, generally, technically, and scholarly. Students completing this course will be equipped with fundamental skills and a knowledge of basic processes which can be applied to multiple disciplines, general real world situations, and internationally. In addition, students will complete a project comprised of an investigation of a self-selected topic using mathematical skills learned in the course. Prerequisites: Algebra 1, 2, and Geometry.
Explore math through daily life situations. For example, put your decision-making skills to the test by deciding whether buying or leasing a new car is right for you, and predict how much money you can save for your retirement by using an interest calculator.
|
This is a translation of the second Czech edition of a book whose
title translates as Methods for Solving Mathematical Problems,
vol. II. It is a rich compendium of problems (310 worked examples,
plus 650 exercises having hints or solutions at the back of the book),
covering a wide range of topics in enumeration: binomial coefficients,
inclusion/exclusion, the pigeon-hole principle, the orbit-counting
formula, permutations, the combinatorics of elementary number theory
(including M\"{o}bius inversion), the use of mathematical induction
and of recursion relations, etc. Combinatorial problems in plane
geometry are also considered, including some involving the coloring of
points or regions, and some involving tilings. Despite the title
Counting and Configurations, there is no discussion of combinatorial
designs.
This book is aimed at the level of bright high school students or
beginning college students. The problems were taken from a
multiplicity of sources, including Mathematical Olympiads and other
competitions, especially from Eastern Europe. The sources of
individual problems are not acknowledged. For example, this
reviewer's book Polyominoes is "Reference 1", and is specially
recommended to those interested in further study of certain types of
tiling questions; but individual results and problems taken from it
are not identified as such. The translation is generally excellent,
although "fields" is not the best word to refer to the cells, or
squares, of a chessboard or other rectangular array.
This book would be ideal for preparing high school students for
competitions such as the Mathematical Olympiads, and is an outstanding
source of classroom and homework problems for college students taking a
course in combinatorics. This book could be used as an auxiliary text, but
probably not as the main text, in such a course.
|
Salutations exercises that I find very nasty to answer. I am taking Remedial Algebra course and needing aid with math worksheet on radicals. Do you anyone used some functional math guiding computer software? To be perfectly candid, I'm a little bit leery regarding how accurate these computer tools can be, on the other hand I genuinely don't understand how to solve such questions I reckon it's worthwhile to give it a test drive.
The easiest mode to have this accomplished is by acquiring the Algebra Buster software. This particular software provides a genuinely high-speed plus a simple to learn way for completing mathematics homework. you'll definitely begin enjoying algebra once you practice and find how effortless it is. I remember when I used to have a tough time in my Pre Algebra class but with the assistance of Algebra Buster, learning is more enjoyable. I'm reasonably convinced you will finallyhave help for math worksheet on radicals homework.
I am a frequent user of Algebra Buster and it's genuinely helped me comprehend math problems better by providing easy to understand steps for the solution. I regularly endorse this application to algebra assignments. You just need to adhere to the instruction book provided there.
exponential equations, rational inequalities and side-side-side similarity were a travesty for me before I discovered Algebra Buster, which is genuinely the strongest algebra software that I've ever run across. I have exploited it frequently over many math Algebra 1, Remedial Algebra plus Remedial Algebra. Just by keying in the math assignment as well as clicking on run, Algebra Buster renders a stepwise answer to that exercise. At that point my math exercises would be ready and entirely complete. I regularly recommend this software product.
|
Description
In Precalculus, the authors encourage graphical, numerical, and algebraic modeling of functions as well as a focus on problem solving, conceptual understanding, and facility with technology. They have created a book that is designed for instructors and written for students making this the most effective precalculus text available today.
Table of Contents
Contents:
P. Prerequisites
1. Functions and Graphs
2. Polynomial, Power, and Rational Functions
3. Exponential, Logistic, and Logarithmic Functions
4. Trigonometric Functions
5. Analytic Trigonometry
6. Applications of Trigonometry
7. Systems and Matrices
8. Analytic Geometry in Two and Three Dimensions
9. Discrete Mathematics
10. An Introduction to Calculus: Limits, Derivatives, and Integrals
Appendix A: Algebra Review
Appendix B: Key Formulas
Appendix C: Logic
|
any math good books for physics olympiad
any math good books for physics olympiad
I'm now preparing for IPHO, I would like to know some good calculus reference books for the math it requires. Do I need to know multivariable calculus and differential equations? If yes, what topics are required?
And can some1 recommend some solved problems book/websites that have many solved problems for multivariable calculus/differential equations?
|
Identity and Inverse Matrices
In this lecture you will learn about the Identity Matrix and Inverse Matrix. Starting with the Identity Matrix and moving into Matrix Inverses, our instructor completes the lecture with an example of the Inverse of a 2x2 Matrix before the four extra video examples.
This content requires Javascript to be available and enabled in your browser.
Identity and Inverse Matrices
The identity
matrix plays the role of the identity under multiplication.
The inverse of a
matrix represents the inverse under multiplication.
A square matrix
has an inverse if and only if its determinant is not zero.
The inverse of a 2
x 2 determinant can be calculated using a specific formula.
Identity and Inverse Matrices
Lecture Slides are screen-captured images of important points in the lecture. Students can download and print out these lecture slide images to do practice problems as well as take notes while watching the lecture.
|
Solvers
Information about the solvers in AIMMS such as the default solvers and extensions, the available math program types, a comparison between the Linear Programming and Mixed Integer Programming solvers and an explanation of the mathematical program abbreviations.
|
Synopsis
The fun and easy way to understand and solve complex equations
Many of the fundamental laws of physics, chemistry, biology, and economics can be formulated as differential equations. This plain-English guide explores the many applications of this mathematical tool and shows how differential equations can help us understand the world around us. Differential Equations For Dummies is the perfect companion for a college differential equations course and is an ideal supplemental resource for other calculus classes as well as science and engineering courses. It offers step-by-step techniques, practical tips, numerous exercises, and clear, concise examples to help readers improve their differential equation-solving skills and boost their test scores.
Steven Holzner, PhD (Ithaca, NY), is the author of Physics For Dummies (978-0-7645-5433-9) and Physics Workbook For Dummies (978-0-470-16909-4). He taught physics at Cornell for over ten years and has written more than 95 books about programming.
Found In
eBook Information
ISBN: 97804703956
|
Overview - ALGEBRA 2 BINDER
Math Binders & Interactive Whiteboards builds students' skills incrementally. This series emphasizes mastery of the basics and improves critical thinking. 100 reproducible activities in each binder and 100 lessons in each IWB title.
Binders
The four binders motivate struggling students to practice skills and show what they know in a variety of formats.
Interactive Whiteboard LessonsNEW
The interactive whiteboard (IWB) lessons were taken directly from the corresponding binders and broken down into manageable units. The IWB math units reinforce skills presented in the binder and allow for additional teacher instruction and review with 15 screens per lesson.
|
This advanced textbook on linear algebra and geometry covers a wide range of classical and modern topics. Differing from most existing textbooks in approach, the work illustrates the various applications and connections of linear algebra with functional analysis, quantum mechanics, and algebraic and differential geometry.
The subjects covered in some detail include normed linear spaces, functions of linear operators, the basic structures of quantum mechanics and an introduction to linear programming. Also discussed are Kahler's metric, the theory of Hilbert polynomials, and projective and affine geometries. This comprehensive volume is unusual in its extensive use of applications in physics to clarify each topic.
|
This site does not store any files on its server.We only index and link to content provided by other sites.
If you have any doubts about legality of content or you have another suspicions - click here and read DMCA
A description of the geometry of space-time with all the questions and issues explained without the need for formulas. As such, the author shows that this is indeed geometry, with actual constructions familiar from Euclidean geometry, and which allow exact demonstrations and proofs. The formal mathematics behind these constructions is provided in the appendices.
The result is thus not a textbook introducing readers to the theory of special relativity so they may calculate formally, but rather aims to show the connection with synthetic geometry. It presents the relation to projective geometry and uses this to illustrate the starting points of general relativity. Written at an introductory level for undergraduates, this novel presentation will also benefit teaching staff.
|
Find a King Of PrussiaAlgebra 2 introduces more advanced techniques and is meant to be taken after Algebra 1. Algebra is used a lot in software development, which is what I do for a living. I understand the practical application of it, not just example problems from a textbook
|
How Can You Use the Algebra Class E-course in Your Classroom?
As a former Middle School Teacher, I had students (and teachers) in mind when I created this E-course. There are so many ways that this course can make your lesson planning so much easier. No more staying late and trying to plan for the next day!
When Teaching Algebra, You Can Use This E-course for....
After school tutoring sessions where students can work on independently targeted skills.
Differentiated instruction for students who are falling behind or need extra help.
As a re-teach homework assignment for students who don't demonstrate understanding of your lesson or for absent students.
Homework/Class work practice problems for every lesson in an Algebra 1 curriculum. All worksheets also have step-by-step answers to all problems.
Have students use the detailed answer keys to check their own work.
Helping students understand complex concepts using the unique graphic organizers only available through Algebra Class
Ready to use quizzes, tests, final exam, and mid-term exam.
I know you spend a lot of time planning and differentiating your instruction to meet the needs of your students. Algebra Class offers independent study for students who need to focus on targeted skills and it allows you to meet the needs of several students at one time.
Many schools will need to purchase multiple site licenses or order for multiple students to use the program simultaneously. I do offer discounts for schools and teachers, so please contact me if you would like to purchase an account for more than one student (or group of students).
Algebra Class Units
The Algebra 1 course consists of the following ten units:
Unit 1: Solving Equations
Unit 2: Graphing Equations
Unit 3: Writing Equations
Unit 4: Systems of Equations
Unit 5: Inequalities
Unit 6: Functions
Unit 7: Exponents and Monomials
Unit 8: Polynomials
Unit 9: Factoring Polynomials
Unit 10: Quadratic Equations
You'll have instant access to all ten units of the Algebra Class curriculum, plus a mid-term and final exam! Click here for more detailed information on the curriculum.
Sign up Now for only $8.99 per month OR Save 40% and Subscribe for a Whole Year for just $64.99
Every package is backed by my 60 day guarantee. I am so confident that you will find success with Algebra Class, that I will give you 60 full days to use the workbook and video tutorials. If for any reason, you are not satisfied, just contact me and I will promptly refund your money!
If you have questions regarding your Algebra Class purchase, you may contact me at: 410-937-8468 or you can contact me via e-mail and I will respond in less than 24 hours.
Frequently Asked Questions
What if I order and for some reason it doesn't work for me? We know that everyone has different learning styles. If you feel that you are not mastering Algebra 1, simply contact me (within 60 days of signing up) and I will refund your money promptly. (I've only had one return and that was because the customer thought this curriculum covered Algebra 2.)
Will I receive the books in the mail that are shown on website? No, the books are simply a graphic. This is an E-course and all of the materials can be printed. You will login and have access to all materials. Nothing will arrive in the mail.
Can I try it out before I purchase? Yes, I have one unit that you can access for free. It's a pre-algebra refresher and it will give you an idea of how the E-course is set up. You can sign up here.
Does this program work with Mac computers? Yes, you can use a Mac computer, a PC computer, or a tablet. All videos are formatted to be viewed on all computers.
What if I'm a teacher and need multiple logins for my students?Contact me and I will give you my group rates for schools or teachers.
What if I have trouble logging on or need technical support? Simply contact me through the website and I will respond within 24 hours, usually must sooner. I can also be reached by phone at 410-937-8468.
Do I have to use Pay Pal? No, you may use pay pal or you can use your credit card. The box below the Pay Pal payment information is the link for using your credit card.
Is your payment processor secure? Yes! I use Pay Pal and it's very secure. You can verify this by checking your address bar on the payment page. It will start with https if the payment page is secure.
Can I pay by check or money order?Yes! If you are not comfortable with using your credit card or pay pal, simply contact me and I will give you an address to send the payment.
Create your user name and password and get access to Algebra lesson instantly!
|
Habits of Mind Goal: Become better problem solvers by getting better at asking good questions, thinking mathematically and reasoning mathematically.
Collaborative Goal: Become better at working together to achieve a common objective.
Metacognitive Goal: Learn more about yourself as a learner and use that to become a better learner.
Homework You will have homework every night, but it will rarely be a long set of problems. Homework will include activities such as watching short instructional videos (one to two per week on average), working a few carefully selected problems, reflecting on a math concept or your learning in writing, taking a self-assessment over an Algebra skill, or other purposeful activities that will help you succeed in our class. Grades I believe that there is a difference between assessment and grading. Assessment is less about assigning a grade and more about getting better at what we can do. Not all of your work will be graded, but all work is used to assess your learning.
Your grade will be comprised of the following three weighted categories:
10% Preparation (includes, but is not limited to, homework, in-class activities, and reflection)
Your overall grade will be computed from the weights given to those categories using the standard AHS grading scale (A: 90-100%, B: 80-89%, C: 70-79%, D: 60-69%, F: 59% and below).
*If, however, your score on the final exam is higher than your grade up to that point, your final exam grade will become your overall grade for the semester. Skills Assessment You will be assessed over the essential skills in Algebra I. For each skill you will take an initial self-assessment that gives you an idea of how you're doing, but is not recorded in the gradebook. You will then be assessed over that skill in class and your proficiency will be recorded in the gradebook. Each assessment will be scored using the following you master the skills as we go along and not get behind, otherwise you will quickly find it difficult to master new skills. Therefore, if you did not score proficient on the skill (4.5 or 5.0 on the scale), that grade is temporary. You will have multiple opportunities to get help from various sources and then re-assess over that skill, and your improved score will replace your previous score in the gradebook. You may re-assess as often as once per day, by appointment, for the next five school days (for a possible total of up to five re-assessments). I can't emphasize enough how critical it is that you master these skills along the way - the expectation is that you will take full advantage of this opportunity to not only improve your grade, but to improve your understanding. Classroom Policies Here's the one rule you need to remember:
Do the right thing.
Seriously, that's pretty much all you have to remember. Of course you have to follow all the rules in the LPS Student Code of Conduct, as well as all AHS policies as listed in your student calendar but, in the end, it pretty much boils down to do the right thing. While I think that at least 98% of the time you know what the right thing is, if you're ever unsure, ask. If you really want a longer list, here you go:
You may engage in any behavior that does not create a problem for you or anyone else.
If you find yourself with a problem, you may solve it by any means that does not cause a problem for you or anyone else.
You may engage in any behavior that does not jeopardize the safety or learning of yourself or others. Unkind words and actions will not be tolerated.
We will also develop a list of expectations for each other in class. Attendance and Tardies This is pretty simple as well. All district and AHS policies apply, including the rules regarding make-up work. But, in general:
It's very important to attend class every day. There's a high positive correlation between attendance and success in school. Obviously if you are very sick, coming to school is a bad idea but, otherwise, you should be here. If you are absent, you are expected to check online to see what you've missed before coming back to school (and to begin working on it). This will provide you the best opportunity to be successful.
If at all possible, don't be tardy. Our class is first period, so with the rare exception of a snow storm or other unusual circumstance that makes it difficult to get to school on time, you should be in class, on time, every day. Being late under normal circumstances is disrespectful to your classmates, your teacher, and yourself, and it makes it more difficult for you to be successful in our class, so please don't be late.
In the unlikely event that attendance or tardies become an issue, then we will have a conversation and an appropriate plan will be developed to fix the problem. Questions? If you have any questions, please contact me. Once you feel like you completely understand these expectations, please fill out this form to indicate your understanding. Thank you for taking the time to thoughtfully consider these expectations, and I'm looking forward to our time together in Algebra I. Karl Fisch August 2010
|
Justification
Group theory is a branch of algebra with applications to almost all branches of mathematics. A particular application is the study of symmetry — one of the central themes of modern mathematics. There are a multitude of applications of group theory in every branch of physics. In chemistry the classification of molecular spectra is based on the representation theory of groups. Accordingly this course is essential for any student of mathematics, physics or chemistry. It is of special interest to students of education who must study the algebraic properties of the number system.
Syllabus
Preliminaries
Functions and their properties.
Binary and equivalence relations.
Elementary number theory.
Groups
Definition of a group and discussion.
Some special groups (finite, abelian, cyclic, etc.)
Examples of Groups.
Simple properties of groups.
Subgroups
Definition of a subgroup and discussion.
Examples of subgroups.
Simple properties of subgroups.
A subgroup criterion.
Some special subgroups (a cyclic subgroup, a subgroup generated by a set of elements, the stabilizer of an element in a permutation group, the centralizer, the center of a group).
Groups having non trivial subgroups.
A finite subgroup criterion.
A Table of a Group and its Properties.
Cosets
Definition of a coset and discussion.
Examples of a coset
A coset as an equivalence class of an equivalence relation.
Lagrange's Theorem and Corollaries.
Normal Subgroups
Definition of a normal subgroup and discussion.
Examples of normal subgroups.
Properties of normal subgroups.
Factor Groups
Cosets of a normal subgroup and their properties.
A binary operation on the cosets of a normal subgroup induced by the group operation.
A definition of a factor group, discussion and examples.
Homomorphism and Isomorphism of Groups
Definition of a homomorphism and an isomorphism of groups and discussion.
Examples of homomorphisms.
Properties of homomorphisms.
The kernel of a homomorphism and its properties.
Cosets of the kernel and the inverse image of elements under the homomorphism.
|
Seventh Grade Course Descriptions
710 Pre-Algebra (Course 3)
This course reinforces arithmetic skills, developing the pre-algebra concepts of variable recognition, signed numbers, formulas and single variable equations. Students will be introduced to algebraic symbolism, simplifying expressions, solutions to elementary equations, and the graphic representations associated with variables.
715 Accelerated Pre-Algebra
This accelerated course reinforces the pre-algebra concepts of variable recognition, signed numbers, formulas and single variable equations, introducing the fundamental principles of algebra, which include algebraic symbolism, simplifying expressions, solutions to higher level equations, and the graphic representations associated with variables. Students will synthesize and algebraically represent situations to solve problems, especially those involving linear relationships.
730 Accelerated Algebra I
This accelerated course, incorporating the consistent use of real numbers and a problem solving approach, emphasizes the principles of algebra, including algebraic symbolism, simplifying complex expressions, solutions to linear and quadratic equations, and graphic representations associated with variables. Students will apply algebraic representations to word problems and analyze the nature of changes in linear and non-linear relationships.
|
1.2 Mathematical Models: A Catalog of Essential Functions 1 Functions and Models 1.1 Mathematical Models: A Catalog of Essential Functions A mathematical model is a description of a real-world phenomenon such as the size of a population. Linear Models y = mx+b where m is the slope and b is the y-intercept Polynomials A function P is called a polynomial if P(x) = an-1xn-1 + a2x2 + a1x + a0 Rational Function A rational functionf is a ratio of two polynomials f(x) = P(x) / Q(x) Algebraic Functions A function of f is an algebraic function if it can be constructed using algebraic operations f(x) = (x2 + 1) ---> square root Trigonometric Functions -1 is less than or equal to -sin(x) is less then or to 1 -1 is less than or equal to cos(x) is less then or to 1 sin(x + 2pi) = sin x cos(x + 2pi) = cos x
Back
Next
|
Real World Math: Natural Disasters
Details
Summary
The Real World Math:Natural Disasters series show readers how they can use their math skills to learn more about the 21st Century world that we live in. Each title in the series provides students with information on specific natural disasters and highlights the role math plays in studying these important environmental phenomenon
|
Students continue an examination of logarithms in the Research and Revise stage by studying two types of logarithms—common logarithms and natural logarithm. In this study, they take notes about the two special types of logarithms, why they are useful, and how to convert to these forms by using the change of base formula. Then students see how these types of logarithms can be applied to solve exponential equations. They compute a set of practice problems and apply the skills learned in class.
Engineering Connection
Relating science and/or math concept(s) to engineering
All types of engineers use natural and common logarithms.Chemical engineers use them to measure radioactive decay, and pH solutions, which are measured on a logarithmic scale. Exponential equations and logarithms are used to measure earthquakes and to predict how fast your bank account might grow. Biomedical engineers use them to measure cell decay and growth, and also to measure light intensity for bone mineral density measurements, the focus of this unit.
We are going to continue our study of logarithms today. Do you remember what we read a few days ago about the bone mineral density test and how we found out that we needed to know about logarithms in order to be able to read the bone mineral density image? Now that we have learned about the basics of logarithms—that they are the inverse of exponents, and some of their algebraic properties—let's move on to learn about the different types of logarithms.
You may have noticed that all the logarithms we have seen so far have a subscript number next to them. This is called the base. We have been working with other bases, usually small whole number, such as 2, 3 and 5. When no base is given, it is implied that the base is 10. These types of logarithms are called common logarithms. Today, we will compare the common logarithm to the natural logarithm, which instead of having a base of 10, has a base of e.
Linear Regression of BMD Scanners - Students complete an exercise showing logarithmic relationships and how to find the linear regression of data that does not seem linear upon initial examination. They relate the number of BMD scanners to time.
The contents of this digital library curriculum were developed under National Science Foundation RET grants no. 0338092 and 0742871. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.
|
The course is designed for the liberal arts major. Topics may include the problem solving strategies derived from studying games, number contemplation and computation, encryption systems, the mathematical concept of infinity, applications in geometry, contortions of space, chaos and fractals, statistical thinking, probability, and various modes of mathematical decision making.
|
calc physics vs. algebra physics
calc physics vs. algebra physics
Hi, all
I have never taken a physics course before, but i find it interesting, and may want to major in it. If I start with calc based physics after taking calc 1, what would I be missing from algebra physics?
Nothing that you couldn't pick up in a week with one of those "Physics for mystified dummies and idiots" type books (hey, I didn't come up with the titles). Isaac Asimov wrote a Physics book you could probably read very quickly, and that wouldn't look embarassing on your shelf.
|
In this course you will learn basic math concepts and operations with whole numbers as well as percents, fractions and decimals. You will be introduced to some geometry and pre-algebra concepts as well.
|
This program begins by reviews in important topics covered in Pre-Algebra and then introduces the students to the concepts in Algebra A. The first four quarters are taught at Placerita and then students take Algebra B/C in the 9th grade.
Algebra 1A/1B
Students who score 90% on the Placerita placement test may qualify for this one-year algebra course. This class moves at a faster pace and will cover the topics in Algebra ABC plus polynomials, factoring, quadratic and exponential functions, rational expressions and equations, and radical expressions and equations.
Geometry 1A/1B
7th graders who successfully complete Algebra I with a minimum of a "B+" average and pass a placement test OR who have an 80% passing rate on the Algebra standards test may be able to take Geometry in the 8th grade. This course covers points, lines and planes, reasoning and proof, perpendicular and parallel lines, congruent triangles, quadrilaterals, proportion and similarity, right triangles and trigonometry, circles, polygon and area, surface area and volume, coordinate geometry and transformations.
No material on the PJHS website may be copied
without the express written permission of the site webmaster unless permission is clearly stated on the page.
Please send all comments and suggestions regarding this site to the
webmaster.
|
Alexander Kheyfits
Alexander Kheyfits
A Primer in Combinatorics
(De Gruyter, 2010)
This textbook on combinatorics and graph theory, cornerstones of discrete mathematics, systematically employs the basic language of set theory. This approach is often useful for solving combinatorial problems, especially problems where one has to identify some objects, and significantly reduces the number of students' errors. The book uses simple model problems to begin every section. Following their detailed analysis, the reader is led through the derivation of definitions, concepts, and methods for solving typical problems. Theorems are then formulated, proved, and illustrated by more problems of increasing difficulty. Topics covered include elementary combinatorial constructions, graphs and trees, hierarchical clustering algorithms, more advanced counting techniques, and existence theorems in combinatorial analysis. The textbook is suitable for undergraduate and entry-level graduate students as well as for self-education. Alexander Kheyfits (Assoc. Prof., Bronx Community) is on the doctoral faculty in physics.
|
Our Price$68.89Reg.$81.05Saxon Advanced Mathematics Home School Kit
By: John Saxon
Advanced Mathematics fully integrates topics from algebra, geometry, trigonometry, discrete mathematics, and mathematical analysis. Word problems are developed throughout the problem sets and become progressively more elaborate.... more
Our Price$133.41Reg.$156.95Saxon Phonics K Complete Home School Kit
By: Lorna Simmons
Saxon Phonics K-2 prepares children to be successful, independent readers and spellers. Supported by research on effective reading instruction, Saxon's phonics programs are appropriate for all children, including those with... more
Our Price$69.36Reg.$81.60Saxon Physics Home School Kit
By: John Saxon, Frank Wang
Physics is equally appropriate for average and gifted students. The entire program is based on introducing a topic to a student and then allowing him or her to build upon that concept as he or she learns new ones. Topics are... more
Our Price$66.05Reg.$77.70Saxon Algebra 1 2 Home School Kit
Algebra 1/2 represents a culminatin of prealgebra mathematics, covering all topics normally taught in prealgebra, as well as additional topics from geometry and discrete mathematics. This program is recommended for seventh... more66.05Reg.$77.70Saxon Algebra 2 Home School Kit
Algebra 2 covers all topics that are traditionally covered in second-year algebra as well as a considerable amount of geometry. In fact, students completing Algebra 2 will have studied the equivalent of one semester of informal... more
Our Price$74.16Reg.$87.25Saxon Calculus Home School Kit
Calculus is designed for prospective math majors in college as well as students preparing for engineering, physics, business analysis, or the life sciences. The text covers all topics normally found in an Advanced Placement... more
Our Price$106.68Reg.$125.50Saxon Geometry Home School Kit
Saxon Geometry includes all topics in a high school geometry course, presented through the familiar Saxon approach of incremental development and continual review. The homeschool kit includes the Student Textbook, with 120... more
Our Price$212.63Reg.$250.15Math In Focus K Student Pack
Math in Focus has numerous instructional advantages that make it a successful program. Carefully paced instruction focuses on teaching fewer math topics per year to a level of mastery. Additionally, consistent use of visual... more
|
Mathematical results are expressed in a foreign language. Like other
languages, it has its own grammar, syntax, vocabulary, word order,
synonyms,
negations, conventions, idioms, abbreviations, sentence structure, and
paragraph structure. It has certain language features unparalleled in
other
languages, such as representation (for example, when "x" is a dummy
variable
it may represent any real number or any numerical expression). The
language
also includes a large component of logic. The Language of
Mathematics
emphasizes all these features of the language (Esty, 1992 discussion of
how to read, write, speak, and think mathematics.
Fortunately, mathematical sentences and paragraphs are generally
written
in a limited number of easily distinguishable patterns. Students who
are
taught to recognize these patterns find mathematics far more
comprehensible
than those who are not. Furthermore, their abilities to solve problems
and do proofs are much enhanced (Esty and Teppo, 1994).
Most examples come from algebra, functions, and set theory (not
trig,
geometry, or calculus), but the material is the language itself, which
is essential for all areas of mathematics. Since this material is not
emphasized
in any other course, the course level is hard to peg. Some parts look
like
a "transition to advanced mathematics" course, but, with this unique
approach,
many students who regard themselves as "terribly math anxious" do very
well with the material (Esty and Teppo, 1994).
For a thorough explanation of how the language is essential to
mathematics,
see "Language Concepts of Mathematics" (Esty) in FOCUS -- on
Learning
Problems in Mathematics 14.4 (Fall, 1992) pp. 31-54. For the
effectiveness
of this course, see "A General-Education Course Emphasizing
Mathematical
Language and Reasoning' (Esty and Teppo), also in FOCUS -- on
Learning
Problems in Mathematics, 16.1 (Winter, 1994) pp. 13-35. For an
article
on grading in the context of this course, see the Mathematics
Teacher,
85.8 (Nov. 1992) pp.616-618 "Grade assignment based on progressive
improvement"
(Esty and Teppo).
Because the organization and emphasis of the material is radically
new,
the use of the text is not (yet) widespread. Idaho State, Montana
State,
and Coppin State (Baltimore) have decided that it will be necessary for
Elementary Education majors (It was not designed for them, but they
seem
to have special difficulties with abstract symbolism and this course
can
cure that). At Montana State it has been successfully offered ten years
to general students and three times in the summer to secondary math
teachers
(who knew the procedures of mathematics, but were not so comfortable
with
expressing them symbolically. A research paper on this will eventually
appear). The course was actually designed with freshman math majors in
mind, but, general education students in it found that they could
"finally"
understand mathematics, so, when the word got around, they became the
majority
of the audience.
Equivalent courses: Probably no other text yields an equivalent
course.
The level would be about equivalent to a basic logic course -- but, in
"The Language of Mathematics" the logic is illustrated by and selected
for mathematics. The course is more sophisticated (abstract) than
Algebra
II, but the content is not at all like "College Algebra" or
"Precalculus."
It counts as a "Core" course in mathematics at Montana State and Idaho
State. It is somewhat above the level of "Finite Math."
|
Students build geometric models of polynomials exploring firsthand the concepts related to them. This is a great way to introduce hands-on algebra concepts using the Student Tiles Set. This 48-page activity book provides methods for modeling Algebraic themes for grades 6+. The pages are to be used with the Algebra Tiles Student Set and include
|
Summary
This book empowers students to develop mathematical literacy in the real world and is a solid foundation for future study in mathematics and other disciplines. This first book, of a two book series, supports the need for mathematics through real life applications that are relevant to students. It is filled with real world situations in which the crucial need for mathematics arises.
Table of Contents
Functions Sense and Linear Functions
Introduction to Functions
Parking Problem Topic: Introduction to Functions
1
(8)
Fill'er up Topic: Function Terminology and Notation
9
(5)
Length of Skid Marks Topic: Modeling Data with Functions
14
(11)
Graphs Tell Stories Topic: Interpreting Graphs of Functions
25
(3)
What Have I Learned?
28
(1)
How Can I Practice?
29
(4)
Introduction to Linear Functions
Walking for Fitness Topic: Rate of Change
33
(8)
Car Speed Topic: Linear Functions and Slope
41
(11)
Skateboard Heaven Topic: General and Slope-Intercept Form of Linear Equations
52
(6)
Long Distance by Phone Topic: Piecewise Linear Functions
58
(6)
Presidential Election Pool Topic: Absolute Value Functions
64
(6)
What Have I Learned?
70
(2)
How can I Practice?
72
(6)
Regression Lines and Systems of Linear Equations
College Tuition Topics: Modeling a Line of Best Fit with a Straightedge, Goodness of Fit
|
Why does undergraduate discrete math require calculus? - MathOverflow most recent 30 from does undergraduate discrete math require calculus?johntantalo2010-06-04T18:32:18Z2011-01-13T02:33:19Z
<p>Often undergraduate discrete math classes in the US have a calculus prerequisite.</p>
<p>Here is the description of the discrete math course from my undergrad:</p>
<blockquote>
<p>A general introduction to basic
mathematical terminology and the
techniques of abstract mathematics in
the context of discrete mathematics.
Topics introduced are mathematical
reasoning, Boolean connectives,
deduction, mathematical induction,
sets, functions and relations,
algorithms, graphs, combinatorial
reasoning.</p>
</blockquote>
<p>What about this course suggests calculus skills would be helpful?</p>
<p>Is passing calculus merely a signal that a student is ready for discrete math?</p>
<p>Why isn't discrete math offered to freshmen — or high school students — who often lack a calculus background?</p>
by coudy for Why does undergraduate discrete math require calculus?coudy2010-06-04T18:45:38Z2010-06-04T18:45:38Z<p>I see three reasons.</p>
<p>Generating functions is an example of tools used in discrete mathematics. Calculus definitely helps working with them.</p>
<p>Binomial coefficients arise frequently in discrete math. Many formulas about these coefficients can be handled by calculus.</p>
<p>Also, even if you are interested only on what happens for finite sets of size n, probably you will want to let n goes to infinity at some point, and then continuous laws, integrals and the like will appear naturally.</p>
<p>Still I think that it is possible to teach a beginner course in discrete mathematics which does not rely on calculus.</p>
by Andrey Rekalo for Why does undergraduate discrete math require calculus?Andrey Rekalo2010-06-04T19:11:35Z2010-06-04T19:11:35Z<p>Sometimes it's difficult even <em>to write an answer</em> to a discrete math problem without
an integral or two.</p>
<p><strong>Example.</strong> The number of integer lattice points that satisfy the conditions
$$-n\leq x,y,z\leq n,\quad -s\leq x+y+z\leq s$$
for some $n$, $s\in\mathbb N$, is equal to
$$\frac{1}{2\pi}\int\limits_{-\pi}^{\pi}\left(\frac{\sin \frac{2n+1}{2}t}{\sin\frac {t}{2}}\right)^3\frac{\sin \frac{2s+1}{2}t}{\sin \frac{t}{2}} dt. $$</p>
by engelbrekt for Why does undergraduate discrete math require calculus?engelbrekt2010-06-04T19:15:12Z2010-06-04T19:15:12Z<p>Where I work, the first-semester science students are offered two mathematics courses: One-variable calculus and introductory discrete mathematics. Obviously the emphasis in the latter course cannot be on solving counting problems in terms of elementary functions, since calculus is the main tool for handling these. The course contains combinatorics, graph theory and number theory up to congruences. Calculus is not a prerequisite.</p>
by Alexander Woo for Why does undergraduate discrete math require calculus?Alexander Woo2010-06-04T20:09:16Z2010-06-04T20:09:16Z<p>A significant portion (my observation was about 20-30% at Berkeley, which means it must approach 100% at some schools) of first year students in the US do not understand multiplication. They do understand how to calculate $38 \times 6$, but they don't intuitively understand that if you have $m$ rows of trees and $n$ trees in each row, you have $m\times n$ trees. These students had elementary school teachers who learned mathematics purely by rote, and therefore teach mathematics purely by rote. Because the students are very intelligent and good at pattern matching and at memorizing large numbers of distinct arcane rules (instead of the few unifying concepts they were never taught because their teachers were never taught them either), they have done well at multiple-choice tests.</p>
<p>These students are going to struggle in any calculus course or any discrete math course. However, it is easier to have them all in one place so that one instructor can try to help all of them simultaneously. For historical reasons, this place has been the calculus course.</p>
by Chris Phan for Why does undergraduate discrete math require calculus?Chris Phan2010-06-04T20:33:14Z2010-06-04T20:33:14Z<p>Perhaps it's done to ensure a certain level of mathematical maturity. For example, here is what one author writes in <a href=" rel="nofollow">the preface to his discrete mathematics text</a>:</p>
<blockquote>This book has been written for a sophomore-level course in Discrete Mathematics. [. . .] Students are assumed to have completed a semester of college-level calculus. This assumption is primarily about the level of the mathematical maturity of the readers. The material in a calculus course will not often be used in the text.</blockquote>
<p>(Eric Gossett, Discrete Mathematics with Proof, 2nd ed., John Wiley and Sons, 2009)</p>
by hypercube for Why does undergraduate discrete math require calculus?hypercube2010-06-04T21:19:49Z2010-06-04T21:19:49Z<p>Although calculus is not frequently used in discrete mathematics it is nice to know that the students have had at least some exposure to sets and functions. I am teaching discrete this summer and find myself saying "you have seen this in calculus" when talking about several fundamental concepts.</p>
<p>When doing proofs in a calculus course I usually try to point out the fundamental concepts from the course that are needed and in a discrete course the actual process of how do do a proof is studied more closely. Again it is nice to know that at least the students have seen proofs before and we can build on this exposure.</p>
by Victor Protsak for Why does undergraduate discrete math require calculus?Victor Protsak2010-06-04T22:01:36Z2010-06-04T23:32:20Z<p>In the context of college students, I agree with Alexander Woo's explanation. By the way, the best and the brightest often place out of calculus (that's the case at Yale, and I imagine it's not that much different at Berkeley), so the percentages of weak students at best schools aren't as dire as you might think.</p>
<p>Concerning the last question, </p>
<p><em>"Why isn't discrete mathematics offered to high school students without calculus background?"</em> </p>
<p>Not only is that possible, but it had been the norm in the past within the "New Math" curriculum, when everyone had to learn about sets and functions in high school. This ended in a PR disaster and a huge backlash against mathematics, because generations of students were lost and got turned off by mathematics for life; some of them later became politicians who decide on our funding. Consequently, it was abandoned. (Apparently, calculus in HS was introduced as a part of the same package and survived.)</p>
<p>I'd be interested to know if there are any high school – college partnerships that offer discrete mathematics to H.S. students with strong analytical skills, and how do they handle the prerequisites question.</p>
by Noah Snyder for Why does undergraduate discrete math require calculus?Noah Snyder2010-06-05T04:29:34Z2010-06-05T04:29:34Z<p>In the context of very bright high school students with strong mathematics backgrounds, it is typical to teach discrete math to students without requiring calculus as a prerequisite. In particular, this is the norm both at the Ross program (where 2nd year students often had a combinatorics class) and at Mathcamp (where many discrete math classes are often taught without calculus as a prerequisite). Both summer programs avoid teaching calculus because it messes up highschool students who are going to be stuck taking calculus whether they already know it or not.</p>
<p>In particular, it's quite possible to teach formal differentiation and integration of power series in order to do generating functions without discussing traditional differentation or limits. In fact, the Ross problem sets had a problem set developing the basics of calculus for polynomials (linearity, Leibniz rule, etc.) without ever discussing limits. I'd already learned calculus at that point, but not all the students had. And the students who didn't know calculus didn't have too much of a difficulty with that problem set. It's certainly easier than proving that the group of units modulo p is cyclic.</p>
<p>So the reason for requiring such a prerequisite for a college course is not that it's actually a logical prerequisite, but instead for sociological reasons along the lines of Alex's answer.</p>
by Gerry Myerson for Why does undergraduate discrete math require calculus?Gerry Myerson2010-06-05T13:33:12Z2010-06-05T13:33:12Z<p>When I was at Buffalo 30 years ago, Tony Ralston advocated teaching discrete math instead of calculus to 1st year students. I taught it out of some notes he had prepared, and thought the students found it harder than calculus. It was easier to relate calculus topics to things they already knew about than it was to do that for the topics in his notes. </p>
<p>I'm pretty sure those notes became a textbook, so you can probably get a copy and see one man's idea of what should/could be taught to students before calculus. </p>
by J W for Why does undergraduate discrete math require calculus?J W2010-08-31T16:44:40Z2010-08-31T16:44:40Z<p>Today I came across the following article that might be of interest: <a href=" rel="nofollow">Has Our Curriculum Become Math-Phobic?</a> by Keleman et al. The authors address mathematics in the computer science curriculum and advocate the early introduction of discrete mathematics.</p>
by kcrisman for Why does undergraduate discrete math require calculus?kcrisman2011-01-13T02:33:19Z2011-01-13T02:33:19Z<p>This has been dormant for a while, but it's worth pointing out <a href=" rel="nofollow">the ACM recommendations</a>, which essentially say what J W says - but I don't have enough rep to vote up that answer or comment on it, so I provide the link here for those searching for info. The ACM also recommended calculus in <a href=" rel="nofollow">this set of recs</a>, whereas the update is more about the core CS curriculum. It's also worth mentioning that the ACM is focused more on "sound reasoning", not "formal symbolic proof", in its guidelines. That doesn't necessarily mean less mathematical, from what I can tell.</p>
|
Trade paperback (US). Glued binding. 512 pages. contains index, pages 509-512. Audience: General/trade. a work book that takes an adult through all the basic arithmetic: whole numbers, fractions, decimals, percents; then goes into consumer math, and how to read and handle paychecks, bank accounts, interest, buying a house; and then into geometry. sample tests and answers of course.[less]
|
This GPA Calculator lets you determine how your current term will affect your overall GPA.This tool lets you converter roman numerals to traditional numbers, and traditional numbers to roman numerals. A smaller number in front of a larger number means subtraction, all else means addition. For example, IV means 4, VI means 6.You would not put more than one smaller number in front of a larger number to subtract. For example, IIV would not mean 3.
Quadratic equation has the form ax2 + bx + c = 0. It will generally have two solutions; that is, two different values of x that make the equation true. ItGeometric designs and strength checks of force couplings of shafts with hubs (Interference fit, clamping
connection). Application is developed in MS Excel, is multi-language, supports Imperial and Metric units and is
based on ISO, SAE, DIN, BS and JIS standards.
|
124In AP* Calculus AB, students learn to understand change geometrically and visually (by studying graphs of curves), analytically (by studying and working with mathematical formulas), numerically (by seeing patterns in sets of numbers), and verbally. Instead of simply getting the right answer, students learn to evaluate the soundness of proposed solutions and to apply mathematical reasoning to real-world models. Calculus helps scientists, engineers, and financial analysts understand the complex relationships behind real-world phenomena. The equivalent of an introductory college-level calculus course, AP Calculus AB prepares students for the AP exam and further studies in science, engineering, and mathematics.
This course has been authorized by the College Board to use the AP designation.
*AP is a registered trademark of the College Board.
Standards Alignments
Syllabus / Outline
I have been enjoying the course. However, it becomes quite stressful at timed due to where I am located and how remote it is here. To put is simply, the internet doesn't always work 100% of the time. I like Joe Miller's study videos MUCH better than Shana Calaway's lesson studies.
It is harder to learn on an online class because you have to have enough self discipline to make yourself learn the curriculum.
My three favorite things about the AP Calculus AP Apex course is first of all the set-up of the course. It is very organized and easy to use. Second is that you can watch lesson study videos as many times as you need, or you can rewind and watch a part again, whereas in real life you can not do that. My third favorite thing about this course is that I can have a calendar that lists out all the homework and when it is due. It helps with time management and organization.
There are also parts that are my least favorite. Even though I can rewind study videos, it is kind of hard to get help. I usually need someone to explain something to me in person and help me work things out. Second of all, I don't like that it has been taking a lot of my time and it has been giving me a lot of stress. I guess I just need to manage my time better than I have been.
Over all this AP Calculus AB course has been good.
|
Description
This market leading text is known for its comprehensive coverage, careful and correct mathematics, outstanding exercises and self contained subject matter parts for maximum flexibility. Th
|
Nine PlanetsA Multimedia Tour of the Solar System: one star, eight planets, and more
Search for Lilburn ChemistryAlgebra is a key basic component of math that once understood is the building block of success in math. If the foundations are not solid, then whatever the building that is being built will not be strong and sturdy. Anyone can learn Algebra, all you have to know is multiplication and everything else builds on top of that
|
focus of the course is the concepts and techniques for solving the partial differential equations (PDE) that permeate various scientific disciplines. The emphasis is on nonlinear PDE. Applications include problems from fluid dynamics, electrical and mechanical engineering, materials science, quantum mechanics, etc."
|
About the Book: The book `Fundamental Approach to Discrete Mathematics` is a required part of pursuing a computer science degree at most universities. It provides in-depth knowledge to the subject for beginners and stimulates further interest in the topic. The salient features of this book include: Strong coverage of key topics involving recurrence... more...
Nonlinear media exhibit a variety of spatio-temporal phenomena. Circular waves, spiral waves and self-localized excitations are the most familiar examples. How to use these phenomena to perform useful computations is the main theme of this book. more...
A thorough, accessible, and rigorous presentation of the central theorems of mathematical logic . . . ideal for advanced students of mathematics, computer science, and logic Logic of Mathematics combines a full-scale introductory course in mathematical logic and model theory with a range of specially selected, more advanced theorems. Using a strict... more...
Brimming with visual examples of concepts, derivation rules, and proof strategies, this introductory text is ideal for students with no previous experience in logic. Students will learn translation both from formal language into English and from English into formal language; how to use truth trees and truth tables to test propositions for logical... more...
Recent applications to bioscience have created a new audience for automata theory and formal languages. This is the only introduction to cover such applications. With over 350 exercises, many examples and illustrations, this is an ideal contemporary introduction for students; others, new to the field, will welcome it for self-learning. more...
Reviews the origins and aims of cybernetics with reference to Warren McCulloch's declared lifetime quest of 'understanding man's understanding'. This book examines implications for neuroscience and Artificial Intelligence (AI). It is suitable for researchers in AI, psychology, cybernetics and systems science. more...
Dealing with uncertainty, moving from ignorance to knowledge, is the focus of cognitive processes. Understanding these processes and modelling, designing, and building artificial cognitive systems have long been challenging research problems. This book describes the theory and methodology of a new, scientifically well-founded general approach, and... more...
|
Intermediate algebra
Book Description: Pat McKeague's passion and dedication to teaching mathematics and his ongoing participation in mathematical organizations provides the most current and reliable textbook series for both instructors and students. When writing a textbook, Pat McKeague's main goal is to write a textbook that is user-friendly. Students develop a thorough understanding of the concepts essential to their success in mathematics with his attention to detail, exceptional writing style, and organization of mathematical concepts. Intermediate Algebra: A Text/Workbook, Seventh Edition offers a unique and effortless way to teach your course, whether it is a traditional lecture course or a self-paced course. In a lecture-course format, each section can be taught in 45- to 50-minute class sessions, affording instructors a straightforward way to prepare and teach their course. In a self-paced format, Pat's proven EPAS approach (Example, Practice Problem, Answer and Solution) moves students through each new concept with ease and assists students in breaking up their problem-solving into manageable steps. The Seventh Edition of INTERMEDIATE ALGEBRA: A TEXT/WORKBOOK has new features that will further enhance your students' learning, including boxed features entitled Improving Your Quantitative Literacy, Getting Ready for Chapter Problems, Section Objectives and Enhanced and Expanded Review Problems. These features are designed so your students can practice and reinforce conceptual learning. Furthermore, iLrn/MathematicsNow™, a new Brooks/Cole technology product, is an assignable assessment and homework system that consists of pre-tests, Personalized Learning Plans, and post-tests to gauge concept mastery.
|
Grading
There will be five quizzes, two exams (October 13 and December 1), and a cumulative final exam. Your final grade will be based on 400 points:
Quizzes 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 limit concept. They should know the formal definition of a limit and be able to verify simple limits using the definition. They should be able to evaluate limits using limit rules.
Students should know the definition of a continuous function and its meaning in relation to the graph of the function. They should be able to determine the continuity of functions.
Students should know the definition of the derivative function and be able to find derivatives using the definition. They should understand the meaning of the derivative in terms of tangent lines and rates of change.
Students should know the techniques of differentiation and be able to use them to find the derivatives of various functions. They should be able to use derivatives to solve a variety of problems.
Course Description
MAT 131-132 Elementary Calculus
A more rigorous introduction to calculus for entering students with good backgrounds in mathematics. Recommended for students considering a major in mathematics. Topics include the real numbers, functions, limits, the derivative and applications, the integral and applications, and techniques of integration.
Not open to those who complete MAT 117 or MAT 118. Prerequisite: Departmental permission through placement for any student with documented disabilities. If you have a disability and believe that you require accommodation, please contact the Dean of Studies Office.
|
It also includes expanding sets of puzzles to make you learn math in fun way! Give a try and let us know how you feel (feedback button available in help)
New weblite launched!!! Please visit us at
ABOUT DEVELOPERS:: All developers are students enrolled in university. The aim of this group is to make an extensive software by students for students. Of course, we need people to buy our product in order to accelerate the development process, fund for web hosting etc... We currently use the entire revenue to fund for the product development. So, please help us. The software is just more than a month old and with your support, we can enhance it to greater extents.
IMPORTANT:: Please use the in-built tutorials (Menu->"Learn n solve") to learn how to use the software. More than 10 tutorials are designed to cover all basic topics UPDATE:: Hazzle free runs enabled for initial few runs in Lite version. (as suggested by Adam) KMathScript is a must have for any one interested in mathematics and/or programming. This tool is much more than a scientific calculator or a plotter both of which are available plenty in market. As of now, MathScript is the most powerful and comprehensive symbolic computing package available for android mobiles. Many of the features are available only in the advanced computing tools like Matlab*# and Mathematica*#. It can be your math tutor for all levels! Solve complex problems without the use of a rough paper. Let MathScript do all the work and learn math in a fun way. Learn and solve problems in a relaxed way by making full use of the solver. It is based on the fast growing symbolic computing package SymPy (
This tool can be used as a mathematics teaching guide for your kids and at the same time can be used for advanced calculations.
Installation:: On first installation, the application will download libraries from internet. This is one time only. If you encounter any problem downloading the library or do not have an internet connection, you can download and extract the libraries by using the link provided in the application. Then click on "Locate Package Directory" button to locate the package. If you have any trouble in installation, please leave a message by email. If the problem is not rectified within 10 days, your money will be refunded.
*# Matlab and Mathematica are registered trademarks of MathWorks and Wolfram
|
Resources
About Mathematics
There are numerous rewards in pursuing a mathematics degree. Of course, math majors can process data, evaluate statistics, and manipulate numbers. But at its core, the study of mathematics is much more a science of puzzle-solving than of number-crunching. Mathematics exercises one's logical and analytical faculties. Ultimately, it is perhaps the world's most useful mind game.
Lakeland's mathematics major easily leads to graduate study or careers in teaching and statistical analysis, and can be combined with other major programs, such as computer science, business management, chemistry, and biochemistry.
Students who major in mathematics will be able to:
understand and use the basic concepts of algebra, analysis, and geometry;
develop and deploy high-level skills in problem solving, inductive reasoning, logical thought, formal mathematical definitions and proofs, and computations, including the use of computer software;
Mathematics Faculty
Dr. Chia-Chin (Cristi) Chang, Assistant Professor of Mathematics, received her Ph.D. in Mathematics and M.S. in Computer Sciences from the University of Wisconsin - Madison. She began teaching at... Read more about Cristi Chang
Dr. Ronald Haas, Professor of Mathematics and Computer Science, holds a doctorate from Oklahoma State University. He has been with the college since 1979. Among his current projects, Haas is... Read more about Ronald Haas
|
Review: The Theory of Functions of a Complex Variable
Review: The Theory of Functions of a Complex Variable
User Review - Pietro - Goodreads
It's a 1500+ page mammoth, with everything you could possibly want to know about complex analysis: from the analogies between real and complex analiticity, to Riemann's zeta, surfaces, elliptic ...Read full review
|
IIT Foundation Series - Mathematics Class 9, 2/e
by
Price
:
INR
425.00
18% Off
Offer
Price
:
INR
349.00
You Save
:
INR
76 IIT Foundation Series is a series of twelve books—four each for physics, chemistry, and mathematics—that prepares the students for the IIT JEE and various elite competitive examinations. Though aimed primarily at students studying in Classes 7, 8, 9, and 10, the series can also be used by all aspirants for a quick recapitulation of important topics in the core subjects.
|
Advanced Functions
This course is designed to bridge the gap between Algebra 2 and Trigonometry and Advanced Placement Calculus. Several of the topics introduced in Algebra 2 and Trigonometry will be re-examined in greater depth. Several topics usually reserved for calculus courses will be introduced. After successful completion of this course student should take AP Calculus AB or AP Calculus BC.
Students will make extensive use of the TI-84 calculator. They need to have it with them every day. They will use their laptops extensively: to access their e-books; to complete homework assignments with tutorials called "watch its"; and to take quizzes. This site will have a weekly summary of topics covered and assignments. There is no excuse for not checking what is assigned. Absent students are expected to use this site to keep up with what's going on in class.
Advanced Functions Grading Policy
CategoryDescriptionFrequencygradingvalue
Homework
Problems chosen from text, WebAssign and handouts
One or two grades a week
Rubric
Or
Percent correct
25%
Quizzes
half period assessments
roughly once a
week
Percent correct
25%
Tests
full period assessments
two or three times a quarter
Percent correct
40%
Participation
active engagement during
class time
Keeps an organized notebook
pop quizzes
daily
weekly
whenever
Does student have tools required to participate when needed?
shows thought and effort
10%
There are multiple opportunities for students to obtain feedback and hone their skills in this course.The first opportunity occurs during class room instruction.Students are expected to take notes, ask questions, and participate in group activities or guided practice exercises.For these efforts they are awarded a participation grade.Everyone starts each quarter with a 100% participation grade.Keep an eye on this grade as the quarter progresses.Students lose points when they are unprepared for class and earn points buy getting a 100% on a pop-quiz. A dropping participation grade is often the first sign that things are not going well.
The second opportunity for students to obtain feedback and hone their skills is homework.On WebAssign homework students usually have three opportunities to answer each question.They are encouraged to work collaboratively on these assignments and can also get help after school. Some class time is set aside for guided practice but this time will vary. Although these assignments are scored, this grade is primarily an indication of student effort and effective study strategies. If homework grades are poor, the student needs to do something different! Students have two days to complete each assignment. Leaving the assignment to the last minute deprives the student of the opportunity to ask questions in class and/or extra help.
The third opportunity to obtain feedback occurs during weekly quizzes.These are half period formative assessments.Quizzes are returned ASAP and students are provided with an answer key and given time to discuss results and ask questions.Students are allowed to re-take a similar quiz within one week and the two grades will be averaged.If the averaged grade is below 65 and the re-take is above 65, the student will be awarded a 65.Students who are absent on the day of the quiz will also be shown the answer key of the missed quiz and will have an opportunity to makeup the missing quiz within one week.They will not be allowed to re-take the makeup quiz.Absent students have the advantage of seeing the original quiz and its answer key but to keep things fair they are only allowed one try on the quiz.There are no re-takes on makeup quizzes.
Tests are summative assessments.Here, students must demonstrate what they have learned.Performance, not feedback, is the focus and there are no re-takes on tests.Of course, absent students are allowed to makeup missed tests within two weeks as per Board of Education policy.Tests are not returned to students until the two-week makeup window has passed.
|
Area Under A Curve
In this lesson, Professor John Zhu gives an introduction to the area under a curve. He defines integral and explains how you solve for the area under a curve using the left endpoint, right endpoint and midpoints. He works out several example problems.
This content requires Javascript to be available and enabled in your browser.
Area Under A Curve
Approximating area under curve
using rectangles
Setup appropriate intervals and
evaluate f(xi)
Sum all of f(xi)
To avoid confusion, think
physical, geometric area, rather than calculus
Area Under A Curve
Lecture Slides are screen-captured images of important points in the lecture. Students can download and print out these lecture slide images to do practice problems as well as take notes while watching the lecture.
|
MERA search of MERLOT learning exercisesCopyright 1997-2013 MERLOT. All rights reserved.Sat, 18 May 2013 21:08:42 PDTSat, 18 May 2013 21:08:42 PDTMER4434Finding the Domain of a Function Online Lesson
This lesson was created by Jennifer Anders and Nicole McGlashan of Huron High School, Huron, South Dakota. It is designed to help a student use the associated applet, and then extend the ideas it develops.
|
Math Modeling
Math is definitely my favorite class even though my skills are somewhat lacking. Taught by Mr. Barys we learn math with a pretty interesting approach. If you're here to get a head start then it'll be a good idea to learn a programming language (we use a program called Mathematica ), but you'll get through it even if you don't know any programming. Mathematica is probably going to give you the biggest grief in the beginning of the year and if you can master this easily you're labs and POWs will become a lot easier.
What I like about math the most is how we take math that's actually challenging and we don't follow the "text book" approach. You do problems that make you think of math in different ways and it alters your perspective of math and how you view the world.
If you've never dealt with tetrahedrons start reading up. They're going to be with you for a while...
If you would like to see the kind of work we do, here are some of the very first labs done. All three utilized Mathematica:
GasWriteUp.pdf This was a small group porject that we worked on trying to model with trying to find how far should you go to find the best price. It was one of our first modeling things we've done so there are many things that we still have to learn, but hopefully it gives a taste on the kind of things we are trying to do.
Hanford,Oregon.pdf This lab was to learn how to use Mathematica to create linear models. Its basicly to get a handle and to become proficient in using the software.
TakeHome1.pdf This was the assesment that we had to do which sums up all our practices about linear models. The inclass part was a killer since you had no reference to other works (at least for me it was) but this one was a bit eaiser and I tried not to use my sources.
Composition Functions.pdf This assignment was to find out what happens to functions when certain functions are composed with each other. We were learning about the composition of functions which means using the output of one function as the input of another function: e.g f[x] and g[x] -> f[g[x]]. What we did before this lesson was discuss what the Tool box functions were (they're just the basic functions) and this lesson taught us how composing these functions together can make any function we wanted.
|
Calculus
Calculus 1
Basic differentiation
The first bit of the tutorial follows first principals. Without an understanding of integration and the whole concept what differentiation really is (which is very much 1st and 2nd year university maths) it is very difficult to understand exactly why first principals are used in calculus. For matric level, all you need to know is that when we are differentiating we are deriving the gradient of any function and/or expression. I really do not know why there is an emphasis on knowing first principals, but it is important and is a method you should familiarise yourselves with
calculus 2
long division, factor and remainder theorem
this is by far the one section that everybody loves to hate: be careful going through this tutorial and make sure that you understand everything that is being covered. it is not the most difficult concept to grasp, always think simple: you are working with division and factors and remainders, nothing more than that, the only difference is that now you have variables involved as well.
calculus 3
cubic graphs
the cubic function is a simple function and I want you to think of it as nothing more than an extension of the parabola. In essence you are doing the same thing, except in this case you now have an easier tool to find the turning points as well as a new tool to find the x intercepts, but the principals are exactly the same.
|
where your votes shape what the world is talking about.
You don't really need much prep for AP Physics. Have you taken calculus? If so, review a little of that. If not, make sure your algebra is solid by doing some Khan academy exercises or what not. You'll learn all the necessary concepts in the class itself.
Interesting article. Apparently this sort of infinitesimal development of calculus was made rigorous with non-standard analysis. There is also an interesting treatment of infinitesimals in the framework of intuitionalism that you can see here.
You'll probably enjoy Calc 3 then. It's a fun course, the material is interesting (you get an introduction to vector calculus which is pretty sweet) and the material is not very hard. You'll also get into Taylor series which are amazing, and you'll like them if you think series are interesting and fun. I'd say take it!
The people in science who complain about having no free time are the ones who spend all their free time on reddit or playing video games or something. It's like Ronald Graham said: "Well, as you know, there are 24 hours in every day. And if that's not enough, you've always got the nights!"
Modern mathematics teaching in America introduces proofs in geometry, but it ends up confusing a lot of students because of how it is taught. See the section "High School Geometry: Instrument of the Devil" starting on page 18 for a pretty well-reasoned explanation of why this is the case.
Writing proofs is an acquired skill; everyone starts out pretty confused. This is a good book on the subject. Doesn't require much background in math at all. I'm sure you could write a proof sooner than you think. In fact, let's work through a simple one right now. Let's prove that the sum of any two even numbers will be even.
In order to start, let's think of a general way to write an even number. Generally when we are working with integers (like we are in this case; even numbers must be whole numbers) we use n to represent a general number. But n can be even or odd! How do we write down a general expression for any even number? Well, an even number is a number that has 2 as a factor, right? So any even number will be of the form 2n, where n is any integer.
Now that we have a way to represent a general even number, let's do our proof. We want to show that if we have two even numbers, a and b, then a + b is even too. Well, we know that a = 2n and b=2k where n and k are just some integers. Thus:
a + b = 2n + 2k
Now we use the distributive property:
a + b = 2n + 2k = 2(n + k)
Since n and k are two integers, n + k is also an integer, which we will call c. Thus we see that the sum of a and b is 2c, which is our general form for an even number! So we're done. That's a proof. It's admittedly a very simplistic one but we've proven without a doubt that the sum of any two even numbers is an even number.
Just as an even number can be written in the form 2n, an odd number can be written as 2n + 1. Try using this to prove that if a and b are odd, then a + b is even.
|
Students of Senior High Schools frequently encounter difficulties when solving mathematical problems. The Author's principal concern has been clarity and simplicity in dealing with all the topics. This book covers the Se ...
This book is of interest to mathematicians and computer scientists working in finite mathematics and combinatorics. It presents a breakthrough method for analyzing complex summations. Beautifully written, the book contai ...
The range of A+ National Pre-apprenticeship Maths and Literacy write-in workbook resources help to prepare students seeking to gain a variety of apprenticeships, traineeships and accreditations. They combine practical, r ...
Graduated Exercises and Practice Exam
Pre-apprenticeship Maths and Literacy for Automotive is a write-in workbook that helps to prepare students seeking to gain an Automotive Apprenticeship. It combines practical, real-world scenarios and terminology specifiPre-traineeship Maths and Literacy for Retail is a write-in workbook that helps to prepare students seeking to gain a Retail Traineeship. It combines practical, real-world scenarios and terminology specifically relevant ...
A Practical Guide with Step-by-Step Explanations, Numerous Worked Examples, and R Code The A-Z of Error-Free Research describes the design, analysis, modeling, and reporting of experiments, clinical trials, and surveys. ...
This book is the leading title in a series targeted at the average A Level mathematics student which aims to tackle the basic ideas and misconceptions associated with this subject. The inclusion of stretch and challenge ...
Oxford A Level Mathematics for Edexcel takes a completely fresh look at presenting the challenges of A Level. It specifically targets average students, with tactics designed to offer real chance of success to more stude takes a completely fresh look at presenting the challenges of A Level. It specifically targets average students, with tactics designed to offer real chance of success to more stud ...
|
Algebra 2 (or Intermediate Algebra) revolves mainly around the introduction, classification, and manipulation of functions of an indeterminate variable (i.e. equations of the form 'f(x)'). Successful completion of the course serves as an essential foundation for the future calculus student. Alg
|
Group theory is one of the most fundamental branches of mathematics. This volume of the Encyclopaedia is devoted to two important subjects within group theory. The first part of the book is concerned with infinite groups. The authors deal with combinatorial group theory, free constructions through group actions on trees, algorithmic problems, periodic groups and the Burnside problem, and the structure theory for Abelian, soluble and nilpotent groups. They have included the very latest developments; however, the material is accessible to readers familiar with the basic concepts of algebra. The second part treats the theory of linear groups. It is a genuinely encyclopaedic survey written for non-specialists. The topics covered include the classical groups, algebraic groups, topological methods, conjugacy theorems, and finite linear groups. This book will be very useful to all mathematicians, physicists and other scientists including graduate students who use group theory in their work. [via]
"... To sum up, this book helps to learn algebraic geometry in a short time, its concrete style is enjoyable for students and reveals the beauty of mathematics." --Acta Scientiarum Mathematicarum [via]
Modern number theory, according to Hecke, dates from Gauss's quadratic reciprocity law. The various extensions of this law and the generalizations of the domains of study for number theory have led to a rich network of ideas, which has had effects throughout mathematics, in particular in algebra. This volume of the Encyclopaedia presents the main structures and results of algebraic number theory with emphasis on algebraic number fields and class field theory. Koch has written for the non-specialist. He assumes that the reader has a general understanding of modern algebra and elementary number theory. Mostly only the general properties of algebraic number fields and related structures are included. Special results appear only as examples which illustrate general features of the theory. A part of algebraic number theory serves as a basic science for other parts of mathematics, such as arithmetic algebraic geometry and the theory of modular forms. For this reason, the chapters on basic number theory, class field theory and Galois cohomology contain more detail than the others. This book is suitable for graduate students and research mathematicians who wish to become acquainted with the main ideas and methods of algebraic number theory. [via]
|
9780618135realgebra
Prealgebra, 5/e, is a consumable worktext that helps students make the transition from the concrete world of arithmetic to the symbolic world of algebra. The Aufmann team achieves this by introducing variables in Chapter 1 and integrating them throughout the text. This text's strength lies in the Aufmann Interactive Method, which enables students to work with math concepts as they're being introduced. Each set of matched-pair examples is organized around an objective and includes a worked example and a You Try It example for students. In addition, the program emphasizes AMATYC standards, with a special focus on real-sourced data. The Fifth Edition incorporates the hallmarks that make Aufmann developmental texts ideal for students and instructors: an interactive approach in an objective-based framework; a clear writing style; and an emphasis on problem solving strategies, offering guided learning for both lecture-based and self-paced courses. The authors introduce two new exercises designed to foster conceptual understanding: Interactive Exercises and Think About It
|
Abstract: We study the puzzle Lights
Out on certain classes of finite graphs and use this to give insight
as to how linear algebra can help solve problems in discrete networks.
We will cover the basic structures and results involved in linear algebra
modulo a natural number k and how
these can be applied in the solution of the puzzle in question. No
prior experience with abstract linear algebra will be assumed---only a familiarity
with basic matrix operations such as matrix addition and multiplication.
Results will include work done by undergraduate students in summer 2008.
Prof. DeYoung wins
teaching award
Prof. Mary DeYoung
was recently awarded the Janet L. Andersen Excellence in Teaching Award.She was recognized for her work and perseverance
in preparing pre-service elementary teachers for careers in education through
her teaching as well as by serving as the official academic advisor for many
mathematics elementary-education majors and as an informal advisor for other
elementary students. She has spoken at a variety of national professional
meetings concerning the teaching of mathematics and the preparation of mathematics
teachers, and her numerous publications include the cover article in the
October 2009 edition of Teaching Mathematics in Middle School.
Free college credit
in biostatistics
For students who
enjoy applied mathematics/statistics and are interested in taking those skills
and applying them to a variety of biological disciplines (public health,
pharmaceuticals, genetics, microbiology, ecology, etc.) the highly ranked
biostatistics field is worth considering. Students interested in biostatistics
should strongly consider participating in the free Summer Institute of Biostatistics
(a free tuition, room, board) program that gives college credit. For
more information on the program, as well as information on a recommended
course of study and research opportunities in biostatistics at Hope, go
here and talk with Prof. Tintle.
Math Club News
Hello math clubbers! I hope you had a restful break. We will
be having our first meeting of the semester this Thursday, January 21 at
7:00 in VZN 298.
We have started a volleyball team. If you are interested in joining,
send an email to kimberly.klask@hope.edu, and you will be added to the roster.
Also, there are t-shirt sign-ups going around; don't miss your chance to
sign up and get one.
Hope to see you all at the meeting this week!
Summer Research
It is time to start thinking about summer! The mathematics department
will host a number of research students this summer. Typically projects
run for eight weeks and students earn a stipend for their participation.
Projects include work in the areas of geometry, statistics, mathematical
modeling, and mathematics education.
Descriptions of research projects can be currently found at the online application
site:
If you are interested in applying for summer research at Hope, please
talk to any of the math professors. You need to apply soon.
Problem Solvers
of the Fortnight
The previous Problem of the Fortnight
(from last semester) was as follows: Abby and Becca were full-time students at the
State University of Michigan (SUM) during the fall and spring semesters of
2008-09; full-time means each one took at least 12 credits each semester,
and assume a maximum of 20 credits per semester for each student.
In Fall 2008, Abby's GPA was greater than
Becca's. In Spring 2009, Abby's GPA was also greater than Becca's.
Therefore, we conclude that Abby's combined GPA for Fall and Spring 2008-09
was greater than Becca's combined GPA for Fall and Spring 2008-09.
Give a counterexample to show that the
above conclusion is false; that is, give an example where Becca's combined
GPA is higher than Abby's even though Abby's GPA is higher for both the Fall
and the Spring.
Suppose that you have an unlimited supply of 4 cent stamps and 9 cent stamps What amounts can't you make with
these stamps? Write your solution on the back of a 9
cent postage stamp and drop it off in the official Problem of the Fortnight
slot outside Dr. Pearson's office by 3:00 p.m. on Friday, January 29.
As always, be sure to include your name, the name(s) of your professor(s),
and your math class(es) -- e.g. Gail Storm, Professor Phil Harmonic, Math
153 -- on your solution. Good luck, and have fun!
|
College Algebra
9780470226667
ISBN:
0470226668
Edition: 1 Pub Date: 2008 Publisher: Wiley & Sons, Incorporated, John
Summary: Form an algebraic expression or equation reflects its function. Algebra: Form and Function Preliminary Edition introduces each function--linear, power, quadratic, exponential,... polynomial--and presents a study of the basic form of expressions for that function. Readers are encouraged to examine the basic forms, see how they are constructed, and consider the role of each component. Throughout the text, there are Tools sections placed at the ends of chapters to help readers acquire the skills they need to perform basic algebraic manipulations.[read more]
Form is related to function. An airplane wing has the form it does because of its lifting function. The pillars of the Parthenon and the girders of a skyscraper are shaped to [more]
Form...[less]
|
Past Course Descriptions
Course Listings — Fall 2004
This is an introduction to mathematics at the beginning college level. MATH 112 will explore topics in contemporary mathematics with a problem-solving approach.
The class meetings will include lectures, problem-solving sessions, and group work. The final grade will be based on quizzes, exams, a project, and/or a comprehensive final. The prerequisite for this course is Math Placement Level 22 or higher. This course is not intended to prepare students for further courses in mathematics. Mathematical-reasoning intensive.
Study of number systems, number theory, patterns, functions, measurement, algebra, logic, probability, and statistics with a special emphasis on the processes of mathematics: problem solving, reasoning, communicating mathematically, and making connections within mathematics and between mathematics and other areas. Open only to students intending to major in education. Prerequisite: Math Placement Level 22 or higher. Every year. Mathematical-reasoning intensive.
Study of basic concepts of plane and solid geometry, including topics from Euclidean, transformational, and projective geometry. Includes computer programming experiences using Logo with a special emphasis on geometry and problem solving. Prerequisites: MATH 118. Every year. Mathematical-reasoning intensive.
MATH 120 ELEMENTARY FUNCTIONS
4 SEM HRS
HODEL
This is a standard pre-calculus mathematics course that explores the functions common to the study of calculus. Examination of polynomial, rational, exponential, logarithmic, and trigonometric functions will be done using algebraic, numeric, and graphical techniques. Applications of these functions in formulating and solving real-world problems will also be discussed.
The final grade in the course is based on quizzes, tests, and a comprehensive final exam. Students are required to have a TI-83, TI-83 Plus, or TI-86 graphing calculator for use in class and for homework assignments.
The prerequisite for this course is Math Placement Level 24 or higher. Mathematical-reasoning intensive.
MATH 127 INTRODUCTORY STATISTICS
4 SEM HRS
ANDREWS
A study of statistics as the science of using data to glean insight into real-world problems. Includes graphical and numerical methods for describing and summarizing data, sampling procedures and experimental design, inferences about the real-world processes that underlie the data, and student projects for collecting and analyzing data. Open to non-majors only.
Prerequisites: Math Placement Level 23 or higher (Note: A student may receive credit for only one of the following statistics courses: MATH 127, MATH 227, PSYC 107, or MGT 210). Mathematical-reasoning intensive.
MATH 131 ESSENTIALS OF CALCULUS
4 SEM HRS
TIFFANY
This one semester calculus course is an introduction to the techniques and applications of differential and integral calculus. The applications come primarily from the bio-sciences and do not involve any trigonometric models. The final grade in the course will be based on quizzes, tests, and a comprehensive final exam.
The prerequisite is MATH 120 or Math Placement Level 25. Students are required to have a TI-83, TI-83 Plus, or TI-86 graphing calculator for use in class and for homework assignments. Mathematical-reasoning intensive 201 CALCULUS I
4 SEM HRS
DAVENPORT/STICKNEY
Calculus is the mathematical tool used to analyze changes in physical quantities. This is the first course in the standard calculus sequence. It develops the notion of "derivative", which is used for studying rates of change, and then introduces the concept of "definite integral", which is related to area problems. The overall approach will emphasize the concepts of calculus using graphical, numerical, and symbolic methods.
The two-semester calculus sequence, MATH 201/202, is required for all students majoring or minoring in mathematics, computer science, physics, or chemistry. MATH 201 and MATH 202 can also count as "supporting science" courses for the BA and BS programs in Biology, Geology, and Biochemistry/Molecular Biology. Students who are sure they will take only one semester of calculus may be better served in the single-semester introduction to calculus, MATH 131: "Essentials of Calculus". Talk with your advisor or with any math professor for advice on which calculus course is most appropriate for you.
Students are required to have a TI-83, TI-83 Plus, or TI-86 graphing calculator for use in class, for homework assignments, and for tests. If you have a different calculator that you'd like to use for the class, contact the instructor to find out whether your calculator is appropriate.
Depending on the instructor, the final grade in the course could be based on homework, quizzes, tests, and a comprehensive final exam. The prerequisite for the course is MATH 120 or Math Placement Level 25. Mathematical-reasoning intensive.
NOTE: Students may not receive credit for both MATH 131 and MATH 201.
MATH 202 CALCULUS II
4 SEM HRS
HIGGINS
This is the second course in Wittenberg's three semester calculus sequence. MATH 202 is primarily concerned with integration and power series representations of functions. Topics covered include indefinite and definite integrals, the Fundamental Theorem of Calculus, integration techniques, elementary differential equations, approximations of definite integrals, improper integrals, applications of integrals, power series, Taylor's Series, geometric series, and convergence tests for series.
Students will be required to have a TI-83, TI-83 Plus, or TI-86 graphing calculator for use in class, for homework assignments, and for tests.
The final grade in the course is based on quizzes, tests, and a comprehensive final exam. MATH 201 is a prerequisite. Mathematical-reasoning intensive.
MATH 205 APPLIED MATRIX ALGEBRA
4 SEM HRS
STICKNEY
A course in matrix algebra and discrete mathematical modeling which considers the formulation of mathematical models, together with analysis of the models and interpretation of the results. Primary emphasis is on those modeling techniques which utilize matrix methods. Such methods are now in wide use in areas such as economic input-output models, population growth models, Markov chains, linear programming, computer graphics, regression, numerical approximation, and linear codes.
Students in this course are required to have a TI-83, TI-83 Plus, or TI-86 graphing calculator for use in class, for homework, and for tests. A TI-89, TI-92, or TI-92 Plus is also acceptable.
This course is a prerequisite for MATH 360 (Linear Algebra), and should be taken by all sophomore mathematics majors. Prerequisites: MATH 201. Mathematical-reasoning intensive.
The final grade in this course is based on quizzes, tests, a computer project, and a comprehensive final exam. Prerequisite: MATH 202. Mathematical-reasoning intensive.
MATH 227 DATA ANALYSIS
4 SEM HRS
ANDREWS
This introductory statistics course is designed not just for students majoring or minoring in math, but for any student who would benefit from a more substantial introduction to the field. In fact, about half of the students who have taken this class are not math majors. Students must learn general principles and techniques for summarizing and organizing data effectively, for designing observational studies and experiments, and for drawing specific inferences from such studies. Data analysis software is used daily. In addition to regular homework and periodic tests and quizzes, students are expected to collaborate on data analysis projects.
Prerequisite: Math Placement Level 25 (Note: A student may not receive credit for more than one of the following: MATH 127, MATH 227, PSYC 107, or MGT 210). Mathematical-reasoning intensive.
MATH 320 NUMERICAL ANALYSIS
4 SEM HRS
DAVENPORT
An introduction to the numerical solution of mathematical problems. Primary emphasis is upon the development of use of computational algorithms to obtain an accurate numerical solution as well as methods for establishing error estimates and bounds for this solution. These algorithms will primarily be implemented on the computer using the Mathematica® system. Some algorithms may also be implemented in C/C++ or FORTRAN. Some work will also be done by using a scientific graphing calculator such as the TI-83 or TI-86. This course should also be of special interest to students in the physical sciences.
Grades will be based on assignments and exams. Prerequisites: MATH 202, MATH 205, COMP 150, and familiarity with the scientific graphing calculator. This course is cross-listed as MATH 320. Students may enroll in either COMP 320 or MATH 320, but not both. Mathematical-reasoning intensive.
MATH 327 STATISTICAL MODELING
4 SEM HRS
ANDREWS
In this second course in statistics, regression analysis is the main vehicle for illustrating the principles of statistical modeling in real-world contexts. After a brief review of techniques and principles of Exploratory Data Analysis, students learn strategies for selecting and constructing models, criteria for assessing and comparing models, and tools for making formal inferences using these models. Class sessions include discussion of conceptual issues with practice in data analysis, and they put strong emphasis on interpreting and communicating the results of analyses. Students are required to collaborate on projects in which they design studies, collect and analyze data, and present their findings orally and in writing. Prerequisite: MATH 227 (or permission of instructor). Mathematical-reasoning intensive.
MATH 360 LINEAR ALGEBRA
4 SEM HRS
HIGGINS
Introduction to abstract vector spaces. Topics include Euclidean spaces, function spaces, linear systems, linear independence and basis, linear transformations and their matrices. Students are required to have a TI-83, TI-83 Plus, or TI-86 graphing calculator for use in class, for homework, and on tests. A TI-89 or TI-92 is also acceptable.
The final grade in the course is based on written assignments, quizzes, tests, and a comprehensive final exam. Prerequisites: MATH 205 and MATH 210. WRITING INTENSIVE. Mathematical-reasoning intensive.
MATH 370 REAL ANALYSIS
4 SEM HRS
HIGGINS
Through a rigorous approach to the usual topics of one-dimensional calculus - limits, continuity, differentiation, integration, and infinite series - this course offers a deeper understanding of the ideas encountered in calculus. The course has two important goals for its students: the development of an accurate intuitive feeling for analysis and of skill at proving theorems in this area.
The final grade in this course is based upon written assignments, tests, and a comprehensive final exam.
This course is intended only for junior and senior mathematics majors or minors. Others will be enrolled only with the permission of the instructor. WRITING INTENSIVE. Prerequisite: MATH 210. Mathematical-reasoning intensive.
MATH 460 SENIOR SEMINAR
2 SEM HRS
SHELBURNE
This is a capstone course for mathematics majors. Its purpose is to let participants think about and reflect on what mathematics is and to tie together their years of studying mathematics at Wittenberg. The structure of the course will be taken from the book Journey Through Genius by W. Dunham which covers the story of mathematics from the 5th century B.C.E. up to the 20th century C.E. by looking at some of the famous problems, theorems, and "colorful" mathematical characters who worked on them. The course is a seminar where participants are expected to research areas of interest in mathematics and present their findings to the rest of the seminar. The grade will be based on class discussions and presentations. Mathematical-reasoning intensive.
|
Linear Algebra Decoded Desciption:
Solve, step-by-step, 60 different problems from linear algebra. It provides to teachers the possibility to generate and print exams. Problem data can be entered indistinctly using any of the two modes: Tabular or Text. It is a multilingual software.
Advertisements
Linear Algebra Decoded is a program designed to assist students in the subject of Linear Algebra, although it has features for professors, including the ability to generate tests where problems are customized and solutions are in the field of integers. It provides step-by-step solutions with detailed explanations, of 60 different problems concerning matrices, determinants, linear equations, vector spaces and linear transformations. It works with five different data types: matrices, systems of linear equations, vector subspaces, sets of vectors and linear transformations.
With Linear Algebra Decoded, you will be able to set a list of math problems for an exam. It has an exam generator tool where problems are generated using complex algorithms to ensure that the solutions to each problem satisfy the conditions imposed on its configuration, and whose numerical values are suitable for use in tests, providing to teachers the ability to generate and print exams, from the detailed specification of the questions it will contain.
It has a convenient interface that provides assistance at all times, with two different modes for entering the problem data to solve: Tabular or text, which can be used indistinctly. It keeps the latest data associated with each problem and the settings used for each problem. In Text mode the program uses a parser that translates the written text into a data structure that represents the correspondent data type. This parser makes automatic corrections in order to adapt the text to the data type and it size. It has a smart tool for pasting data from clipboard that automatically determining the data type of the source and converts it to the data type to be introduced in the control, where the source can be from any text or input control.
It is a multilingual software, which distribution contains the English as default language, and the Spanish as alternate language, with the possible inclusion of new languages.
This script defines the Matrix class, an implementation of a linear algebra matrix. Arithmetic operations, trace, determinant, and minors are defined for it. This is a lightweight alternative to a numerical Python package for people who need to do...
Universal Math Solver is a software package which, until now, students could only dream of. Universal Math Solver is a mathematical software which was designed to help you solve all the math problems. Universal Math Solver solves any math given......
This library is intended to be a set of HEP-specific foundation and utility classes such as random generators, physics vectors, geometry and linear algebra. CLHEP is structured in a set of packages independent of any external package...
|
MAT
330
- Differential Equations
Differential equations are useful in modeling real-world phenomenon involving rates of change such as the spread of disease, the change in a population, the free fall of an object, and the decay of a radioactive substance. This is a first course in differential equations. Topics include solving first- and higher-order differential equations and modeling with first- and higher-order differential equations.
|
Find a Tolleson Calculus TutorLinear algebra is the study of linear sets of equations and their transformation properties. Linear algebra allows the analysis of rotations in space, least squares fitting, solution of coupled differential equations, determination of a circle passing through three given points, as well as many ...
|
Short Description: This book contains hands-on exercises and math problems which allow students to explore magnetism and magnetic fields. The activities include drawing and geometric construction, and introduce students in the use of simple algebra to quantitatively examine magnetic forces, energy and magnetic field lines and their mathematical structure.
|
DYNAMIC CONTENT Some demonstrations contain
dynamic content. The user may receive an alert
concerning a potential security issue. However,
all of the demonstrations on this webpage
are completely safe. To proceed, click ENABLE
DYNAMICS.
Simulated Epidemics BY PHILLIP BONACICH CDF: SimulatedEpidemics.cdf
Explore how the density and size of a network
affects the simulated growth of an infectious disease.
CHAPTER 2 SETS
Boolean Algebra BY PHILLIP BONACICH CDF: BooleanAlgebra.cdf
Use homomorphisms to analyze social group
memberships
Set Intersection and Union BY PHILLIP BONACICH CDF:
SetIntersectionandUnion.cdf
This demonstration selects two randomly selected subsets of the alphabet
and shows their intersection, union, and set differences.
Venn Diagrams BY GEORGE BECK AND LIZ KENT Wolfram:
Link
Visualize the complete 127 nonempty unions
and intersections of three sets, A, B, and C through Venn Diagrams
CHAPTER 3 PROBABILITY
The Binomial Fit BY PHILIP S LU CDF: BinomialFit.cdf
Explore the binomial distribution by fitting a
curve to a randomly generated distribution. Adjust the n and
p values and see how close you can come!
Convergence of Proportions BY PHILLIP BONACICH CDF: Convergence.nbp
This demonstration shows that while the
proportion of coin flips approaches the
probability in the long run, the difference
between the number of heads and expected number
increases in the long run.
Finding Bridges BY PHILLIP BONACICH Wolfram:
Link
This demonstration will help you discern bridges
from local bridges. Generate random networks of different sizes and
density and challenge yourself to correctly categorizing each edge.
Random Graphs BY STEPHEN WOLFRAM Wolfram:
Link
Generate an array of random graphs and familiarize yourself with the
qualitative and quantitative similarities.
CHAPTER 7 MATRICES
Graphs from Matrices BY GEORGE BECK Wolfram:
Link
Each square matrix can correspond to a graph.
Design a zero-one matrix and see the resulting network structure based
on your matrix.
CHAPTER 8 ADDING AND MULTIPLYING MATRICES
Matrix Multiplication BY ABBY BROWN Wolfram:
Link
Learning to multiply matrices? This demonstration
helps you visualize the row and column operations that result in a
matrix product.
Finding Cliques BY PHILLIP BONACICH Wolfram:
Link
This demonstration will locate n-cliques and
k-plexes in randomly generated networks. Vary n and k
and observe how strict or lenient each group definition is.
Community Structure BY PHILLIP BONACICH CDF:
CommunityStructure.cdf
Explore how the community structure algorithm assigns group membership
in a network. Unlike other group definitions, community structure
partitions the networks, so each vertex belongs to one and only one
group.
CHAPTER 10 CENTRALITY
Network Centrality BY PHILLIP BONACICH CDF: MeasureCentrality.cdf
Generate random networks of different sizes and densities and explore
the various aspects of centrality, represented by node size.
Centrality Game BY PHILIP S LU CDF: CentralityGame.cdf
Centrality measures can be independent. Challenge yourself by designing
a network where the top vertex is the most central under one measure,
but near the bottom under another.
CHAPTER 11 SMALL WORLD NETWORKS
Small World Networks: Lattice Model BY FELIPE DIMER DE OLIVEIRA Wolfram:
Link
Generate small-world networks based on random rewirings of a circular
lattice.
CHAPTER 12 SCALE-FREE NETWORKS
Contagion in Random and Scale-Free Networks BY PHILLIP BONACICH Wolfram:
Link
This demonstration compares the spread of an epidemic in random and
scale-free networks of identical densities with and without inoculation
of the most central 10% of the nodes.
Attack in Random and Scale-Free Networks BY PHILIP S LU CDF: Attack.cdf
Explore how random and scale-free networks with the same density hold up
against random failure and calculated attack. Multiple methods are
offered to measure damage.
Zipf's Law BY GIOVANNA RODA Wolfram:
Link
Power-laws are everywhere. This demonstration highlights the prevalence
of the distribution in important political documents.
CHAPTER 13 BALANCE THEORY
Triad Census on Random Graphs BY PHILIP S LU Wolfram:
Link
This Demonstration illustrates the expected frequencies in which these
triads occur in random graphs of varying density.
CHAPTER 14 MARKOV CHAINS
Transition Matrices for Markov Chains BY PHILLIP BONACICH Wolfram:
Link
Create your own Markov matrix and explore the equilibria in the matrix
after a set number of transitions.
CHAPTER 15 DEMOGRAPHY
Population Projection Using Leslie Matrices BY PHILIP S LU CDF: PopProjection.cdf
Expose an initial population to death and birth
rates and observe how the population changes over time, eventually
approaching equilibrium. View the population as both a graph and a
Leslie Matrix.
CHAPTER 16 EVOLUTIONARY GAME THEORY
Evolutionary Prisoner's Dilemma Tournament BY PHILLIP BONACICH CDF: PDTournament.cdf
Vary an initial population of strategies and let them compete in a
100-round PD tournament. Strategies reproduce themselves based on their
payoff in the previous set of rounds. Learn how the effectiveness of a
strategy is dependent on the composition of other strategies.
Nash Equilibrium in 2x2 Mixed Extended Games BY VALERIU UNGUREANU Wolfram:
Link
Adjust payoffs in a 2x2 matrix, and observe how it affects the set of
Nash Equilibria.
CHAPTER 17 POWER AND COOPERATIVE GAMES
Exchange Networks BY PHILLIP BONACICH Wolfram:
Link
Explore a simulation of behavior and development of power differences in
negatively connected exchange networks. Observe how network position
affects payoffs in repeated rounds of bargaining over 24 points.
CHAPTER 18 COMPLEXITY AND CHAOS
Classic Logistic Map BY ROBERT M LURIE Wolfram:
Link Use the classic logistic map to explore the
properties of chaos dynamics.
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.