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I don't think the OP has provided enough information to get a useful answer to his/her precise question (what text to learn quickly from).
What level is the course being taught at? High school? Undergraduate for non-majors? Undergraduate for majors but without specific knowledge of any other undergraduate math courses beyond calculus? Undergraduate assuming some basic analysis and/or algebra? Graduate level? Something else??
As others have said, a perfectly reasonable thing to do when you are teaching any course for the first time and don't have strong opinions / too much expertise about it is to look at the textbook(s) that others have used who have taught the course recently. Thumb through them a little bit, then ask them how they liked the book and how well it worked for the course. If you found anything confusing or problematic in the book, ask them about that.
I think someone with a PhD in mathematics (for the sake of argument, I'll assume the OP has one) should be able to pick up and read a textbook for any undergraduate class within a month and then be able to teach the class with a reasonable amount of competence. Of course, real insight takes more time than that, and it is not reasonable to expect that someone conscripted into service with one month's worth of notice (why is this, exactly?) will be able to provide that.
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The Mathematics Department of St. Xavier's College is proud to
be the inheritors of a glorious heritage. The first name that
comes to our mind is that of Rev.Fr.F.Goreux who was associated
with the Department from 1940 to 1987.Fr.Goreux nurtured this
Department from its infancy and adolescence to youthful
independence. He has been a constant source of inspiration as
well as the driving force behind this Department for nearly five
decades. Generations of students and teachers have enjoyed the
warmth of his loving care and benefited from the erudition of
this apostle of Mathematics. Eminent mathematicians like Late
Dr. S.Nag (Bhatnagar Awardee), Prof. A. Roy (I.S.I.), Dr. A.
Bagchi (Pennsylvania Univ.), Dr. N. Basu (Cornell Univ.) are among
many students of whom we are proud of.
Special Care:
Care is taken to collect personal data by talking to each
student individually so that individual attention can be paid
depending on the requirement (economically/academically). Special attention is paid to weak students from
under-privileged background.
Student-Teacher Relationship:
The Department boasts of a healthy student teacher relationship,
with teachers being always accessible to students, and students
reciprocating the attention by spontaneous love and respect.
This spirit is celebrated in the Annual Picnic of the Department
which is attended by most of the students and by the staff with
their family.
Student Counseling:
A continuous counseling of students on academic and career
related matters is done on the basis of data collected from
students ; on first entry in the Department , each student
is given a booklet "Guide for Study in First Year
Mathematics Honours" containing general guidelines as to the
course they have to go through in the particular reference
to the special approach one has to make during study of
Mathematics at undergraduate level. Also it contains an
overview of the activities of the Department including the
schedule of Tests they have to face during the Course.
class response, performance in tests.
group discussions and student seminar.
Senior teachers are available for counseling on personal
problems if the need arises.
Innovative Methods of Teaching :
Use of Audio-Visual aids
Seminar by the students.
Interactive Lecture sessions with eminent scholars.
Good Record of Performance of our
students :
Uniformly good results in University Examinations.
A number of our students have been admitted to integrated
Ph.D., M.Sc., M.C.A. programmes of premiere institutes like
TIFR, Inst.Mat.Science,CMI, I.I.T. Kanpur, I.I.T. Kharagpur,
I.S.I., I.I.Sc. and Pune University etc.
Some of our students were selected for N.B.H.M. Scholarship
for higher studies(Annexure6)
Some students were selected to attend a one month summer
course in Mathematics sponsored by N.B.H.M..
Students were selected for a two months research fellowship
by the I.N.S.A.
Computer Facility:
The Department has its own computer with uninterrupted Internet
facility.
Departmental Question Bank:
Mathematics Department has a Question Bank that helps the
Departmental students to prepare better for the University
Examinations and also familiarize them with different types of
problems of foreign universities obtained from the Internet.
Modularization of General Syllabus
:
The Department has modularized the existing B.Sc. General Course
syllabus. This helps to maintain a uniform standard of teaching
in the different sections of the general mathematics class .
The Mathematics Department has a good, sympathetic and supportive faculty,
who are accessible to the students anytime during the college working hours.
Outside college working hours students can contact teachers on phone and e-mail.
The department works in tandem, with mutual respect and fellow – feeling, to
generate an atmosphere conducive to higher learning.
In spite of their heavy schedule of teaching and other duties in the college
under autonomous system most of the faculty members are engaged in research
work, as evidenced by good publications of books and articles, attendance at
conferences and seminars in India/abroad.
Special care is taken to collect personal data by talking to each student
individually so that individual attention can be paid depending on the
requirement (economically/academically). Special attention is offered to weak
students from under-privileged background.
Seminars & Conference
The department organizes Seminar/Workshop/Conference on various branches of
mathematics. Few seminars are given by our faculty members. In recent past Prof.
A. Dey and Prof. D. J. Bhattachariya can be named in this regard.
Lectures by Eminent Scholars
Some lectures have been arranged in A.V room where eminent scholars have
given lectures on advanced topics of Mathematics. Prof. Sandip Banerjee of IIT
Roorkey gave lecture on Biomathematics where special emphasis was on Use of
Mathematics in Cancer Research. Prof. Arup Mukherjee of Montclair University USA
visited the college and gave various ideas to update the mathematics curriculum.
A team from Ecole Polytechnique, an institution of long heritage and great
repute in France, visited the department and has given a lecture on 'Riemann
Zeta Function and its application' & expressed their in collaborative program
with us.
Organisation of Conference
Every year students and teachers organize 'ANALYTICA Pie Let's be
irrational', a 3-days long conference on various field of Mathematics. Eminent
Mathematician from different part of the country come and share their knowledge
in challenging and emerging areas of mathematics research from Chaos to
Genentech algorithm, from Number theory to Quantum computation. For encouraging
student a session is devoted for student paper presentation.
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This comprehensive activity guide provides ideas to introduce your students to the concepts of pre-algebra and algebra I through a hands-on format. This guide includes an introduction to Algebra Models, an answer key, written evaluations, assessments, blackline masters, and mats. 128 pages.
Algebra Models are an exciting manipulative designed to model algebraic concepts through an area model! Your students will see abstract algebraic ideas and concepts come to life as they combine like terms, build rectangles and squares, use substitution to solve linear equations, find factors and quotients, determine area and perimeter, multiply binomials, factor trinomials and much more.
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AEPA Middle School Mathematics 37
Master the 15 competencies/skills found on the AEPA Middle Grades Mathematics test using this comprehensive, yet targeted study guide. Aligned specifically to current standards, this guide covers the sub-areas of Number Sense and Operations; Data Analysis, Probability, and Discrete Mathematics; Patterns, Algebra, and Functions; Geometry and Measurement; and Mathematical Processes and Reasoning. Improve your score using the 125 sample-test questions, which are available for review and practice
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Matrices
These matrices help me visualize relations between key concepts as I understand and use them in my writing. Relations are both within and between matrices. Here's an example of a relation within a matrix: individuals are to communities as anatomies are to environments. Here's an example of a relation between matrices: truth is to communities as knowledge is to individuals.
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learning mathematics.
'Lo!
In Time EnoughMy daughter says I'm the only person she knows who reads books on mathematics recreationally. That's not quite an accurate statement, but it's not far from the truth. I would suggest starting with a text book at some level where you already have some comfort and go through it line by line and do all the problems until you feel secure, then move on to the next chapter and next book. Many newer texts have online tutorial sites, and (if you aren't trying to stay under the radar) you could probably get help from a local community college. Most have tutorial workshops, and if you asked nicely, you might get some help without being enrolled. The easier route is just to take some classes.
I did find a maths website a while back, but it was very laborious to use, and I don't remember its name.
I have just started an Open University course in maths. This is proving to be extremely well run, with excellent learning material, but I don't think it can be accessed outside the UK. However, by way of preparatory material, the OU recommended a two volume book written by their own people, Lynne Graham and David Sargent. The title is "Countdown To Mathematics".
The first volume covers fractions, percentages, decimals and so on. It's very accessible without being patronising, and is clearly aimed at the adult reader. For instance, the statistical section discusses the effects of contraception on the population.
The second volume goes on to quadratics, trigonometry and logarithms, but doesn't cover calculus.
I'd recommend you try the first volume. See if you like the style, and if you do, get the second one, and take it from there. I honestly think you'd be hard pressed to find an online resource to compare with these books.
I recently had to revise matrices and found many useful secondary school books at op (opportunity charity) shops. And second-hand book stores. A good series of books that I used when I was doing my degree ( I never finished school and went to University at age 33) is the Teach yourself books. Namely Teach yourself Arithmetic, Teach yourself Algebra and Teach yourself Calculus. They aren't deep and if you go far enough you will have to drop them, but they do cover the initial derivations and learning very well.
If, however, I do come across something more useful, will let you know.
edit:
depends on how soft/hard boiled you'd prefer, given that
Originally Posted by Staiduk
....There.....
It has an assortment of free online texts. Problem is the specific topics are fairly random, and I personally haven't had much luck teaching myself this way (I don't think I'm the only one that would find reading a textbook front to back on their own to be daunting--plus for me, reading actual texts is much prefered to reading "online" texts).
So not a ringing endorsement, but may be of some assistance. Best part is that it's all free.
I just started reteaching myself some math a couple weeks ago. I ended up passing on using any online resources, and instead bought some used textbooks. I just felt that the quality of the explanations and problem sets were a lot better than anything I had found online. I think I concentrate better when I'm looking at dead trees instead of liquid crystals, too.
It turns out they're very inexpensive if you can find them at a used bookstore that doesn't cater to college students; I found a good calculus text for about $10, for example.
I've found math to be somewhat challenging to learn. I think that's for a couple of reasons. First of all I've simply never been good at memorization and there is a fair amount of it that is necessary. Second, when something really bores me I find that my mind just kind of shuts off and goes to more interesting places. However when I've found an interesting application where I need the math I'm usually able to work through enough of it to get where I need to be. As for the memorization thing, that's something interesting. Often, while I may have trouble with short term memorization once I've worked on something and then come back to it later I find that it comes more easily. Perhaps by then it's had a chance to work it's way into long term storage.
I have just started an Open University course in maths. This is proving to be extremely well run, with excellent learning material, but I don't think it can be accessed outside the UK.
I've taken a couple of OU courses, but had to stop because outside the UK there's not government grants to make the courses cheaper.
They sent the lectures on tape so I didn't miss them just because I can't get British TVNot an answer to your question, but mathematics truly is its own language. Other subjects do have their jargon, but it's not near the level as in mathematics. That's why a person can walk into almost any college department's library, pick up a journal, and understand half of it. With mathematics, a person whose Ph. D. was in one branch might not understand much more than the first paragraph of an article written by someone who studied a different branch. (so mathematics has its own *languages* actually). With Mathematics, everything has prerequisites--sometimes I wonder if they are circular it seems that way sometimes, have to read two books simultaneously since each has info needed for the other to make sense.
Originally Posted by Staiduk
'Lo!
In Time EnoughI've found math to be somewhat challenging to learn. I think that's for a couple of reasons. First of all I've simply never been good at memorization and there is a fair amount of it that is necessary.Itīs interesting that in Time Enough for Love Heinlein says "specialization is for insects". Itīs a bit contradictory, since it requires a great deal of specialization [at least for some time in life] to master mathematics.
As for your question, Staiduk, assuming you have high school completed, I would suggest starting with the notion of limits and progressing on to calculus. Higher difficulty levels [vectors, set theory, differential equations] will appear in the process.Such a small percentage of word problems are used in testing that students may pass math with a "B", but If I gave the same test, using only word problems, we have completely different resultshaha.
Obviously, you do well with word problems because you understood what I wrote (please see my previous post.) Correction: If you haven't mastered word problems, then you haven't mastered math.
Correction: If you haven't mastered word problems, then you haven't mastered math.
I'll agree with that on. If you don't know how to take a problem and figure out where to plug things in, then you are just going through motions.
It was an important and useful lesson I learned in HS calculus. Most of the class was word problems, and you had to figure out how to apply them. We always got 50% credit for any problem if we could draw a valid picture even if we got the answer wrong.
Our teacher was even able to con some students into helping him dig a drainage ditch as a math problem. Not me, I just visualized a ditch.
I agree there--one of the worst was mentioned in one of Feynman's essays--he was reviewing math/science textbooks for adoption by the California school system. As California wanted math textbooks that emphasized science applications, the math books tried to present scientific word problems. An example that stuck out in his mind enough to put in the essay was:
You look through a telescope and see 5 red stars, 3 purple stars, 7 green stars, 4 white stars, and 8 blue stars. If a red star has x temperature, a purple star has xx temperature etc. etc. etc..... what is the total temperature in the telescope's field of view?
It made Feynman so angry he threw the book against the wall as hard as he could.
OK... I've no clue about math and astronomy;s not much better; if not worse - but even I could see the silliness there.
Truly - thanks for the advice folks, and the insight. It's interesting to see a simple question blossom into such a discussion. For much of it I had to crane my neck to watch it go zipping by waaay over my head; but in most cases I got the gist.
My idea was to do things the easy way: grab an online tute and study over coffee in the evenings. But after reading these responses, that isn't really the easy way is it? Like
That sounds like an excellent idea. I wish you the best of luck both with your studies and your broadened social life!
Originally Posted by Staiduk
LikeThere actually was a question very like that in my course. Of course, in real life, you just check a time table!
Incidentally, this thread made me think about why I am studying maths. The reasons are partly career-motivated, but it also occurred to me that the popular science books which avoid maths do not give you the full picture. Now that I'm committed to learning maths, I realise it is not as boring, nor as difficult, as I thought it might be. Mind you, I'm in the very early stages so far.
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Boost your students understanding of Saxon Math with DIVE's easy-to-understand lectures! Each lesson in Saxon Math's textbook is taught step-by-step on a digital whiteboard, averaging about 10-15TAlgebra 2 covers traditional second year algebra topics as well as a semester of geometry, real world problems, linear and nonlinear equations, statistics and probability, graphing and basic trigonometry. This DIVE CD can be used with Saxon Algebra 2's 2nd and 3rd Editions; the CLEP Professor College Algebra CLEP Exam prep course is also included.
The Dive CD presents the material in an easy to understand format. Using the Dive CD with the textbook will allow my 9th grader to do the work almost completely on his own.
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Review 2 for Saxon Math Algebra 2 2nd & 3rd Edition DIVE CD-Rom
Overall Rating:
5out of5
DIVE CD Algebra 2 w/ CLEP Professor
Date:November 4, 2010
Chea
Location:Sacramento
Quality:
5out of5
Value:
5out of5
Meets Expectations:
5out of5
I've used the DIVE CD, since 76 series, and find them to be a wonderful additional tool to teach my child lessons.
First off; DIVE CD's were meant to be used 'WITH' Saxon Books, not separate, it was design to moves along with each lesson. If you don't have the books you will NOT get the full benefit..period.
It pains me to hear bad reviews about Saxon Math books or this DIVE CD, when not all the materials are being purchased to save money. You can not simply buy a CD and expect to get the results of the entire book series.
My son was able to move into College level math and beyond with this CD and the Saxon math series. He's planning on majoring in math, even though he was failing in the public school systems books. When I switched him to Saxon he excelled and is now three years ahead of his classmates. Something four years ago I never thought would happen.
I'm thank full for the option Saxon and DIVE CD's have provided.
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Review 3 for Saxon Math Algebra 2 2nd & 3rd Edition DIVE CD-Rom
Overall Rating:
5out of5
Date:September 9, 2010
Christine Roth
The DIVE CD's are the best investment one can make when teaching math. Our children are enjoying math so much more and having an easier time learning. The ability to review anything they don't understand is priceless. Highly recommended, especially for those with several math students at different levels. CR
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Review 4 for Saxon Math Algebra 2 2nd & 3rd Edition DIVE CD-Rom
Overall Rating:
3out of5
Date:August 12, 2009
Angela Rochester
I'm sure this cd would be a great help if you are already using Saxon Math, as I am told that Saxon builds on itself through the years. We had never used Saxon and found that there was not enough instruction to complete the problem sets.
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Lecture Description
Linear Transformations , Example 1, Part 1 of 2. In this video, I introduce the idea of a linear transformation of vectors from one space to another. I then proceed to show an example of whether or not a particular transformation is linear or not.
Course Index
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Introduction
American secondary mathematics education has been accused of it for years;
breadth without depth, and lack of connections to anything meaningful.
Certainly the problem isn't that mathematics doesn't naturally connect to other
things, but rather that we've not put great effort into teaching about those
meaningful connections. Confounding this problem is that some of the most
impressive applications are not necessarily supported by traditionally
"important" curriculum topics (those that allow students to score well on
standardized tests), so they are often considered "enrichment" and put off until
such time as when everything else has been adequately covered. The silver
lining in this cloud is that meaningful (and digestible) applications for
traditionally important topics in secondary level mathematics are actually
plentiful for anyone who cares to do a bit of research… so, here is a bit of
research. Additionally, since the evolution of these mathematical applications
is often as interesting as the applications themselves, it is perhaps
appropriate to share some of that as well, particularly when it provides insight
into unique uses of a concept.
For now, we will leave specific applications unstated, and instead begin with a
simple curve sketching example using straight lines, a concept which will become
increasingly more relevant as we progress. Equations of lines and their
respective graphs are commonly seen in a variety of applications from unit
conversions to inferential statistics, and although these applications are most
certainly important, the frequency of their use, both in classrooms and
otherwise, makes them appear somewhat contrived and generally not very
interesting. There are, however some interesting applications in the graphing
of lines and other functions that are not so well known. We will begin by
examining some numeric patterns which translate to geometric patterns when they
are graphed.
Anyone who has ever investigated straight line geometry knows that curves can be
created with a series of straight lines. These lines can be considered tangents
to an actual curve at given points if you wish, but primarily we just want to
look closely at the transformational coefficients, those values that provide
information about the location, shape, and direction of curves. In this
example, we will limit our graph to points only in the first quadrant. To create
the geometric pattern we will predictably adjust the slope variables up and down
in a series of lines, and simultaneously decrease the y-axis intercepts. The
result looks like a curve. Consider the following equations:
Lines:
Pattern Graph:
The Evolution of Practical Connections with a Rich
History In the last example (which can be easily shown with a spreadsheet
graphing option or graphing calculator), predictable manipulation of the slope
coefficient and the y-axis intercept constant creates a neat overlapping
spider-web pattern. These patterns are fun to look at maybe, but not really
applicable to much. So what is this all leading up to? Well, oddly enough this
kind of graphing is a first stage in some very complex and useful functions that
produce what are known as Guilloché patterns. The word Guilloché (pronounced by
some as Ga-Lowsh', and by others as Gee'-o-shay) is
actually a French word for a painted or carved kind of ornament. The patterns
usually consist of a series of circles that are intricately overlapping and
woven together to create some rather unique "spirograph" type patterns. These
overlapping curved patterns can be observed in Greek, Assyrian, Roman, French,
and English architecture and art. The more advanced and contemporary
definitions and applications of Guilloché patterns however, are a little more
subtle, and quite a bit more complicated. In point of fact, you've probably
touched one recently. Can you guess what it is?
While you're thinking about where you may have encountered a Guilloché pattern,
I'll give you some additional background about how they became popular in the
United States. In 1962, a mechanical engineer from England named Denys Fischer
was designing bomb detonators for NATO, and in the process invented
spriograph, a concept that became one of the most popular toys in America in
the late 1960's. Certainly the transition in thinking that takes a person from
bomb detonators to spirograph is quite a leap; but the truth is, spirograph is
the geometric manifestation of some very complex mathematics. The patterns the
toy creates are called hypotrochoids, which fall into a class of functions known
as roulettes… indicating functions not unlike a roulette wheel. Are you ready
for the application? The wheel within a wheel function of the spirograph, which
is used to inscribe an overlapping curve, is exactly what is used to create the
patterns on paper money (only there are more wheels used). Did you guess that
money was what contained Guilloché patterns? Look at a dollar bill and you will
see the intricate Guilloché patterns near the perimeter on both the front and
back.
These patterns can be seen on the paper currency in virtually every country in
the world. According to the United States Bureau of Printing and Engraving,
there was a time that anyone with $50,000 to spare could start a bank and issue
banknotes. Of course, if the bank failed, the notes they issued would become
worthless, so it was necessary for the banks to protect their currency… enter
the Guilloché patterns. As it happened, the larger (and I'm sure richer) banks
could employ more talented artists, who in turn, could produce more
sophisticated Guilloché patterns on the money. Why? Because more complex
patterns were more difficult to replicate, thus reducing the possibility of
forgery. Today, the colored watermark, ultraviolet, and infrared printing
techniques add another layer of security that make unauthorized duplication of
the bills very difficult.
Let's now take a look at the transformational coefficients that affect the
shape, direction, and vertex points of another common algebraic function. By
doing so, we will create patterns slightly more like those seen on the dollar
bill. Using the same basic idea of predictably changing the coefficients as was
done in the example using lines, see if you can determine what each coefficient
affects for the base parabolic function:
Parabolic
Curves Pattern Graph:
In this example, only two of the coefficients were
manipulated, but the pattern created is a little more interesting than if we had
just used lines. What would happen if the 'h' value were to be manipulated as
well… perhaps in a pattern that changed from positive to negative each time?
The geometric patterns emerging from creative manipulation of the variables 'a',
'h', and 'k' could produce virtually limitless options for a security pattern or
document decoration. We also know that these coefficients act similarly for
different kinds of functions, from rational to trigonometric. Trigonometric
functions in particular allow for the types of designs that represent truer
Guilloché patterns because of the natural curves. You will find yourself
closer yet to the patterns on the dollar bill if you try manipulating the
variables from the base function:
Now, because they tend to better represent the patterns we want to
investigate, those on the dollar bill, let's look at some trigonometric
patterns. One of the most popular, but probably over simplified,
representations of a sine function is to roll a disk along a straight edge while
mapping the curve that follows a fixed point somewhere between the center and
edge of the rolling disk. Though this is not actually a sine wave, it does
illustrate the oscillation factor of many trigonometric functions, and in
particular those that create our Guilloché patterns. This curve is actually a
cycloid-type curve. The more complex patterns are then created by rolling the
same disk along a curve, circle, or ellipse… or at least some figure other than
a straight edge. The most complicated patterns are created by having several
different disks of varying size rolling along or inside each other
simultaneously. These types of Guilloché patterns were, at one time,
constructed with very complicated machinery; the most notable application
perhaps being the decorating of the famous Fabergé Eggs.
In many Eastern European cultures, eggs were decorated as a celebration of the
onset of Spring. For instance, in Russia during the late 19th and
early 20th centuries, Czar Alexander III and then Nicholas II, who
continued the tradition, annually commissioned jeweled eggs to be fashioned by
Karl Fabergé for the Czars. The decoration technique used by Fabergé included
Guilloché machining which turned the egg on a lathe-type device in order to
engrave the design on the metallic surface. The complexity of the pattern was
determined by calibrating the size and rotational coefficients for the gears.
Basically, calibrating the gear size on the lathe is analogous to how we have
changed the formula coefficients in our examples to create unique designs on a
flat surface. The difficulty in Fabergé's process is that etching a pattern on
an ellipsoidal surface is somewhat different than the patterns we've been
producing on a plane. The calculations necessary for Fabergé's work can be best
described with the construction of cycloid patterns in spherical geometry. I'll
bet you had never thought of Karl Fabergé as a mathematician!
Let's now take another step forward by looking at some other cycloid patterns.
The kinds of cycloid curves that can be graphed on planes can typically be
modeled mathematically by functions that add trigonometric terms of the type a sin (bt) and c cos (dt) and where t is an iterative variable. For example, points (x, y) on a
cycloid curve can be parametrically represented as follows:
Note that by incrementing 't', each successive (x, y) point
is modified slightly even when the translational, amplitude, or wavelength
coefficients 'a' through 'h' are held constant. This is generally true with any
planar function, though in our previous examples we graphed a series of
functions rather than adjusting a 't' value. This allowed us to follow more
closely the differences in the coefficients. If we graduate to a more advanced
parametric function for determining each successive (x, y) point as 't'
increases, we may create an example such as the following:
Conclusion
The Guilloché pattern above is entitled "The Slinky" and
can be seen along with others on the web at
These types
of dynamic geometric patters are actually fairly predictable once one becomes
comfortable with how the various transformational coefficients affect the shape
of a given equation's graph. Like anything else, practice producing and
interpreting the graphs that emerge from manipulating transformational
coefficients makes understanding come more quickly.
Secondary level mathematics students will probably never produce patterns that
are as sophisticated as those seen on paper money, but by looking at the various
geometric patterns a base function can produce, one should be able to identify
how the coefficients are being manipulated. Students should also be encouraged
to create their own patterns, and by experimenting with the coefficients, be
able to bring their own flavor to the patterns they generate. Because of the
consistency in how these coefficients affect the shape, location, and direction
of various base functions, students learning about pre-calculus mathematics
should begin to gain an excellent sense of curve sketching in a very short
time. Who knows, they may even learn something about connecting other
mathematical topics to the real world through creative outlets like Guilloché
patterns.
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SMART Notebook Math Tools is one of the most popular products we carry for interactive white boards. If you are using any of the SMART Technologies IWBs, you should consider Notebook Math Tools as a strong addition to your classroom.
This add-on to SMART Notebook software combines all the tools you need to teach math in one single application.
Notebook Math Tools from SMART Technologies enables you to easily outline a lesson, write notes and create, graph and solve equations, without having to leave SMART Notebook software.
With SMART Notebook Math Tools, you can deliver lessons that support your students' individual learning styles because it enables you to represent math concepts in multiple ways. The software has a large selection of dynamic math tools, such as a shape creator, graph builder and advanced equation editor that will make your lessons more visual, understandable and interactive.
SMART Notebook Math Tools is ideal for classrooms that use SMART Board interactive whiteboards because it recognizes and enables you to solve and graph handwritten mathematical equations.
Features
Equation editor – Allows users to copy, paste and edit equations in SMART Notebook software. Insert and edit textbook-quality equations into your lesson activities with the advanced equation editor. You can copy and paste equations or question sets without reformatting from other software applications, such as Microsoft Word. SMART Notebook Math Tools recognizes most equations, allowing you to solve and graph solutions.
Handwriting recognition – Recognizes handwritten mathematical symbols and equations and converts to computer typeface. Handwrite questions on the fly - SMART Notebook Math Tools recognizes handwritten mathematical equations and symbols that can be solved and graphed. Expressions can be numerically or symbolically solved, with full support for fractions, exponents and multiple line expressions.
Texas Instruments calculator integration – When TI calculator software is installed, it can be launched through SMART Notebook Math Tools, giving users immediate access to TI apps. If you have a Texas Instruments emulator, you can launch it with one click in SMART Notebook Math Tools. The TI calculator stays on top of your other applications, so it's always available for copying math expressions into your lessons.
Dynamic graphing – Links equations, tables and graphs, enabling educators and students to explore how changes in an equation affect its visual representation in a graph. Use the Graph Wizard to create graphs that suit your lesson, or use one of the default graphs for fast instruction during a lesson. Lines and shapes can be added to your graphs, with the option of showing the coordinates of the vertices and side lengths. SMART Notebook Math Tools includes math table features with labeled columns and dynamic, interactive graphing capabilities. Easily show the relationship between tables of values and their points plotted on the graph. Changed values on the graph are automatically reflected in the table and vice versa.
Shape manipulation - Manipulate shapes and incorporate them into your lesson activities. With angle manipulation, you can independently adjust the vertices of any shape and watch the angle and line lengths change instantly. Adjust 1 angle and the corresponding side lengths change automatically. The display of side lengths can be hidden and revealed anytime during a lesson. Divide shapes such as circles and rectangles into equal parts using shape division. Then label each part as a fraction of the whole. The individual parts can be independently manipulated or grouped with others.
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Citations with the tag: MATHEMATICS -- Bibliography
Results 1 - 22
Presents a specialist reviewers' guide to books for students on mathematics. `Mathematics Recovered: For the Natural and Medical Sciences,' by Dennis Rosen; `Discrete Mathematics for New Technology,' by Rowan Garnier and John Taylor; `Introduction to the Galois Correspondence,' by Maureen...
Introduces `The Nth Degree,' a secondary level mathematics journal for students published by students Nichols School in New York state. Call for general math-related articles; Release of first issue in November 1991.
Presents a plan to make learning mathematics easier for children. Lack of interest in children to be numerate and adult attitudes serving to legitimize them; `Math Curse,' book by Jon Scieszka; Development of ideas for elementary and preschool math mathematicians; Bibliography.
Introduces pre-math picture books for children between 2 to 7 years old. Includes `Who's Counting?' by Nancy Tafuri; `Up to Ten and Down Again,' by Lisa Campbell Ernst; `Eating Fractions,' by Bruce McMillan.
Focuses on publications pertinent to the teaching of mathematics. 'Geometry at Work: Papers in Applied Geometry,' edited by Catherine A. Gorini; 'The Heart of Mathematics: An Invitation to Effective Thinking,' by E.B. Bruger and M. Starbird.
Focuses on the publication principles of the journal 'Educational Studies in Mathematics.' Illustration of issues of principle, policy and practice in mathematics education; Development of coherent bodies of theorized knowledge; Basis of an explicit theoretical and methodological framework of...
Reports on the errors of fact found in middle school physical science textbooks in the United States. Impact of the errors on the performance of students on international tests in science and mathematics; Number of mistakes found by reviewers; Suggestion for science and mathematics teaching.
In this paper we calculate certain chiral quantities from the cyclic permutation orbifold of a general completely rational net. We determine the fusion of a fundamental soliton, and by suitably modified arguments of A. Coste , T. Gannon and especially P. Bantay to our setting we are able to...
Provides information on books about mathematics and computers. "The Power of Picture Books in Teaching Math & Sscience: Grades Prek-8," by Lynn Columba; "A Tour Through Mathematical Logic," by Robert S. Wolf"; "A to Z of Mathematicians,' by Tucker McElroy; "Understanding Mathematics and Science...
The article presents a bibliography of books related to mathematics and computers. The books include "The Art of Conjecturing: Together With His Letter to a Friend on Sets in Court Tennis," by Jacob Bernoulli, "Handbook of Parallel Computing and Statistics," John Kontoghiorghes and "A Concise...
The article presents a list of forthcoming books on science, math and medicine, including "Thomas Kuhn's Revolution: An Historical Philosophy of Science," by James Marcum, "Multimedia and Security Workshop: Proceedings", "Computer Science and Computing: A Guide to the Literature," by Michael...
Presents several books related to mathematics and computers. "Pseudodifferential Analysis on Conformally Compact Spaces," by Robert Lauter; "A Guide to Classical and Modern Model Theory," by Annalisa Marcja and Carlo Toffalori; "An Introduction to Mathematical Logic and Type Theory: To Truth...
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I've been doing AVS for a month or so, I got the hang of the advanced math (lol) a week into it. Now, it seems ALOT easier, why didnt i start soon?! What kind of math is it anyways P
jheriko
11th September 2002, 20:29
and the point of this post is...
and the kind of maths it is is cartesian co-ordinate geometry with an inverted y axis. or if you are using movements and dynamic movements (which default to d and r) it is called a radial co-oridinate system.
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iPad App Review: myAlgebra
App Name: myAlgebra
Cost: $3.99
What does it promise? MyAlgebra apps explore quadratic equations through an interactive interface that implements worked examples, video demonstrations and practice problems with specific feedback—providing the dynamic exercises and instruction students need for algebraic success.
Does it deliver? The focus on key algebra topics and solid instructional design make myAlgebra an engaging, evidenced-based method for bolstering student learning inside or outside the classroom. MyAlgebra iPad apps combine written and multi-media content with a pool of thousands of randomized practice and quiz problems, giving students ample instruction and hands-on practice. From the myAlgebra iPad virtual desktop, students can access all the learning tools they need with a tap of their fingers.
Can I use it in my classroom? Given the subject matter,myAlgebra is perfect for the classroom setting because teachers can oversee the students' work and offer tips and help that can be tricky to glean from written instructions.
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In years 10 and 11, set movement occurs usually because of a change of tier of entry ( Higher or Foundation) or after early entry if this happens to accommodate individual needs for further progression or studying for a different mathematical award.
Students currently in Year 9 and all future students will be enrolled onto the 3 year course for GCSE Mathematics. The syllabus outline can be downloaded below.
The Mathematics syllabus is broken down into the following areas: Number and Algebra, Shape and Measures and Handling Data. Using and Applying Mathematics will be assessed in the context of the above subject areas.
The course encourages students to:
a) consolidate their understanding of mathematics
b) be confident in their use of mathematics
c) extend their use of mathematical vocabulary, definitions and formal reasoning.
d) develop the confidence to use mathematics to tackle problems in the work place and everyday life.
e) realise the application of mathematics in the world around them and in a cross-curricular dimension within subjects studied in school
f) develop and ability to think and reason mathematically
g) learn the importance of precision and rigour in mathematics
h) make connections between different areas of mathematics
i) realise the application of mathematics in the world around them and in a cross-curricular
dimension within subjects studied in school
j) develop a firm foundation for appropriate study.
Assessment
The Scheme of Assessment consists of 2 exams at the end of Year 11. A calculation paper and a non-calculator paper (each 50% weighting). Pupils are assessed at Higher Level (grades A*- D available) or Foundation Level (grades C-G available).
Some years, early entry has been an option but this depends on the exam board and changes year on year. Correspondences will be sent between the individual student and their Maths Tutor/Head of Mathematics.
The Maths Department subscribe to the website which is an excellent resource if your child needs help in remembering how to answer a type of question or for practice and revision purposes.
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explanat... read more explanations as well as numerous problems and solutions. An introduction presents basic definitions, covering topology of the plane, analytic functions, real-differentiability and the Cauchy-Riemann equations, and exponential and harmonic functions. Succeeding chapters examine the elementary theory and the general Cauchy theorem and its applications, including singularities, residue theory, the open mapping theorem for analytic functions, linear fractional transformations, conformal mapping, and analytic mappings of one disk to another. The Riemann mapping theorem receives a thorough treatment, along with factorization of analytic functions. As an application of many of the ideas and results appearing in earlier chapters, the text ends with a proof of the
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Lie algebras have many varied applications, both in mathematics and mathematical physics. This book provides a thorough but relaxed mathematical treatment of the subject. Proofs are given in detail and the only prerequisite is a sound knowledge of linear algebra. A detailed Appendix is included. more...
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review Algebra I concepts, then go on to more advanced Algebra II and College Algebra topics, such as exponents, roots, quadratic and higher level equations, advanced factoring, Rational Root Theorem, analysis of graphs, complex number operations and other usual topics in a College Algebra cour...
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The aim of this syllabus has been to produce a course which, while challenging, is accessible and enjoyable to all students. The course develops ability and confidence in mathematics and its applications, together with an appreciation of how mathematical ideas help in an understanding of the world and the society in which we live. It also extends the GCSE teaching and assessment methods into the sixth form.
Requirements
We would hope that students starting A-level or AS-level Maths had obtained a grade of A* or at G.C.S.E at Higher Level. Students who achieve B grade at Higher level will be considered, though they are likely to find the course difficult.
What could this lead to?
This A-level is an essential element for further study in mathematical areas and computer studies. The core elements in particular are highly desirable for those going on to study scientific, engineering and design related courses. Discrete maths gives a good background to a solving a range of problems in the modern world from the best route to take to grit roads in winter to understanding the processes involved in programming a computer. The statistical element is valuable for potential psychologists, geographers and biologists. Because passing Mathematics A-level demonstrates an ability to think logically and analytically it is also well regarded as a good qualification in all other areas.
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This lesson consists of providing you with a Self-Tutorial on what is algebra, what are variables, constants, coefficients, terms, and expressions. I explain the use of proper notation, how to... More...
This lesson consists of providing you with a Self-Tutorial on what is algebra, what are variables, constants, coefficients, terms, and expressions. I explain NOTE: This is only the first 11 minutes of the video. Complete movie is on my web site
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97807216618Abstract Algebra and Solution by Radicals
The American Mathematical Monthly recommended this advanced undergraduate-level text for teacher education. It starts with groups, rings, fields, and polynomials and advances to Galois theory, radicals and roots of unity, and solution by radicals. Numerous examples, illustrations, commentaries, and exercises enhance the text, along with 13 appendices. 1971
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I would recommend Combinatorics and Graph Theory, 2nd ed. by Harris, Hirst and Mossinghoff link to publisher's page. It presupposes little more than some knowledge of mathematical induction, a modicum of linear algebra, and some sequences and series material from calculus. The book is divided into three largish chapters: the first on graph theory, the second on combinatorics and the third (more advanced) on infinite combinatorics. Your course sounds like it might cover much of chapter two (sum rule, product rule, binomial and multinomial coefficients, the pigeonhole principle, the principle of inclusion and exclusion, generating functions, Pólya's theory of counting, Stirling numbers, Bell numbers, stable marriage, etc.). There's even a brief introduction to combinatorial geometry. Furthermore, the exposition is clear, with a touch of humour.
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Articulate and explain mathematical principles both orally and in writing.
Solve real world problems.
Use technology appropriately.
Have confidence in their mathematical ability.
Work cooperatively with their peers and develop collaborative skills.
Seek and demonstrate connections between mathematics and other disciplines (biology, economics, etc.).
Approach novel situations and use mathematics to solve problems which they have never seen before.
Value the importance of mathematics in the real world.
Succeed in collegiate mathematics classes.
Assimilate mathematical ideas that are read or heard.
PREPARATION: Students are to come prepared to every class. This preparation not only entails having the necessary books, pencil, and assignment but also includes a review of the previous day's notes.
HOMEWORK: Homework is assigned every night. Homework should be written in a section of your notebook separate from class notes. It is to be completed carefully and conscientiously every night. Students should be prepared to discuss their homework the next class day. Absence from class does not excuse a student from his responsibilities towards assignments. Class materials should be brought home every night and should you be absent a member of the class should be contacted in order to receive that day's assignments. Weekly assignments are also posted on the class web page at
TESTING: Thursday is Math Testing Day. Therefore, when the schedule permits, there will be a test given every Thursday. The value of the tests will vary depending on the material covered. Those students who are absent on test days must make immediate arrangements to make up the test. It is the student's responsibility to do so.
GRADING: Students will be graded on three areas: 1) Homework/Notebook, 2) Tests, and 3) Class Participation. Homework will be graded over the course of each interim period. Students will receive a maximum of fifty points for their homework/notebook. Students who don't have their assignment on any given day will automatically lose five points per missing assignment. During each class day homework will be reviewed. Students will make the necessary corrections of their assignments in their notebooks each day. One week before the end of the interim period homework/notebook will be collected. Tests will be graded on a point system. The number of points will be determined by the amount of material covered previous to the test. Students will also be graded on participation; therefore it is important to be at class. Class participation allows the students to become more involved with the material, creating a better understanding.
DISCIPLINE: Self-control and common courtesy are necessary components of a good learning environment. Students who disrupt the class will be subject to the necessary penalty in order to correct inappropriate behavior.
EXTRA-HELP: I am available for extra help on mornings or afternoons depending on the day. A weekly schedule is posted in my classroom at the beginning of each school week. For those students who need special attention, appointments will be welcomed and encouraged.
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Thursday, Jun 6
7:00 PM - 8:30 PM EST
Meets Online
Submit a Question
Make sure you cite the source of your specific problem. Due to copyright issues, Ron cannot discuss a problem without seeing its source.
It's OK to ask more general questions if they deal with specific strategies, but try to focus your strategy question to a very specific area. For example, you could ask, "are there any general strategies for rate-time-distance problems?" but Ron probably wouldn't answer the question "how do I do hard geometry problems?"
For specific issues with specific problems (for example, "Why is the answer to problem number X, on page Y, (b) and not (c)?") and for help creating your own specific study plan, try our forums instead of the study hall.
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AlgebraGenie is Launched!
Finally, our flagship Next-Generation Interactive Textbook is released! Check it out if you haven't already here. You will be guided magically to the appropriate App Store if you are
Breadth
It wasn't easy! This content is made up of 14 topics and a total of 250 lessons. At 4 minutes per lesson, that's a 1000 minutes or 17 hours of continuous instruction. No Algebra electronic course we know of covers so much.
Journey
We first started developing this course over three years ago. At the time, our technology and standards were not mature yet (and those of you who have been with us that long, will notice that the voice is much better now). It takes a lot to get to this point of maturity.
We launched our free version in 2011 to see if it gets enough interest, and our website got overwhelmed! We upgraded our servers, fixed up the content and technology, we even launched the apps on iPad / iPhone, Android, and Kindle. In many app stores, we are the #1 Algebra App.
Now fast-forward to end of 2012, we now have improved our technology substantially, learned from our users and teachers, and added many of the missing lessons. The App is now updated on iOS and Android with In-App Purchase per topic (launch price at $0.99 per topic).
What's next
Now we have to tell the whole world that it's ready. Many schools are starting to use it in the next school year, this will get more people to hear about it. We will reach out to more educational institutions and key thought leaders to share with them the good news and get their feedback.
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This work is about inequalities which play an important role in mathematical Olympiads. It contains 175 solved problems in the form of exercises and, in addition, 310 solved problems. The book also covers the theoretical background of the most important theorems and techniques required for solving inequalities. It is written for all middle and high-school... more...
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third edition, Mathematical Concepts in the Physical Sciences provides a comprehensive introduction to the areas of mathematical physics. It combines all the essential math concepts into one compact, clearly written reference.
Now in its third edition, Mathematical Concepts in the Physical Sciences provides a comprehensive introduction to the areas of mathematical physics. It combines all the essential math concepts into one compact, clearly written reference.
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I include the chapter titles below since they indicate the coveraqe of the book.
When I was in college working to a double major in math and physics, it was as though the two fields didn't really know each other. The mathematicians were concerned with procedural processes where the mathematical techniques were asimportant, if not more so than the resulting formula. The physicists, on the other hand were concerned with using that formula to describe what's happening. Now the situation is even worse as computers have come in to allow the use of numerical techniques in many areas of physics that can be treated in a completely different by the mathematicians.
There seems to be a trend to develop math and computer science courses to be taught in the science departments. This is the course in math to be taught by the physics department. It strikes a nice balance between procedural math and cookbook physics.
This is the third edition. It has been updated based on feedback from requests. There is also additional information on the use of personal computers. She points out to students buth the usefulness and the pitfalls of computer use in most topics.
The amazon review by Carnley can hardly be improved upon, as it places the merits of this textbook exactly where needed. Much can be garnered from perusal of this excellent resource. The Preface of the text also clearly states for whom this work is intended. Students should actually read the chapters, and then actually work the problems.A high words to equations ratio so this text is actually very explanatory.A few highlights include: Nice chapter on Gamma, Beta and error functions and an easy- to- follow chapter on Integral Transforms.
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2.1SOLUTIONSNotes: The definition here of a matrix product AB gives the proper view of AB for nearly all matrix calculations. (The dual fact about the rows of A and the rows of AB is seldom needed, mainly because vectors here are usually written
3.1SOLUTIONSNotes: Some exercises in this section provide practice in computing determinants, while others allow thestudent to discover the properties of determinants which will be studied in the next section. Determinants are developed through
4.1SOLUTIONSNotes: This section is designed to avoid the standard exercises in which a student is asked to check ten axioms on an array of sets. Theorem 1 provides the main homework tool in this section for showing that a set is a subspace. Stude
5.1SOLUTIONSNotes: Exercises 16 reinforce the definitions of eigenvalues and eigenvectors. The subsection oneigenvectors and difference equations, along with Exercises 33 and 34, refers to the chapter introductory example and anticipates discuss
6.1SOLUTIONSNotes: The first half of this section is computational and is easily learned. The second half concerns theconcepts of orthogonality and orthogonal complements, which are essential for later work. Theorem 3 is an important general fac
7.1SOLUTIONSNotes: Students can profit by reviewing Section 5.3 (focusing on the Diagonalization Theorem) beforeworking on this section. Theorems 1 and 2 and the calculations in Examples 2 and 3 are important for the sections that follow. Notespace of P2 : The neutral element f (t) = 0 (for all t) is in V .
Chapter 14CHAPTER 14 Oscillations 1. In one period the particle will travel from one extreme position to the other (a distance of 2A) and back again. The total distance traveled is d = 4A = 4(0.15 m) = 0.60 m. (a) We find the spring constant from
Chapter 17CHAPTER 17 Temperature, Thermal Expansion, and the Ideal Gas Law 1. The number of atoms in a mass m is given by N = m/Mmatomic. Because the masses of the two rings are the same, for the ratio we have NAu/NAg = MAg/MAu = 108/197 = 0.548.
Chapter 22 p. 1CHAPTER 22 Gauss's Law 1. Because the electric field is uniform, the flux through the circle is = ? E dA = E A = EA cos . (a) When the circle is perpendicular to the field lines, the flux is = EA cos = EA = (5.8 102 N/C)p(0.15 m)2
Chapter 25 p. 1CHAPTER 25 Electric Currents and Resistance 1. 2. 3. 4. The rate at which electrons pass any point in the wire is the current: I = 1.50 A = (1.50 C/s)/(1.60 1019 C/electron) = 9.38 1018 electron/s. The charge that passes through the
Chapter 27 p. 1CHAPTER 27 Magnetism 1. (a) The maximum force will be produced when the wire and the magnetic field are perpendicular, so we have Fmax = ILB, or Fmax/L = IB = (7.40 A)(0.90 T) = 6.7 N/m. (b) We find the force per unit length from F/
Chapter 28 p.1CHAPTER 28 Sources of Magnetic Field 1. The magnetic field of a long wire depends on the distance from the wire: B = (0/4p)2I/r = (107 T m/A)2(65 A)/(0.075 m) = 1.7 104 T. When we compare this to the Earth's field, we get B/BEarth
Chapter 30, p. 1CHAPTER 30 Inductance; and Electromagnetic Oscillations 1. The magnetic field of the long solenoid is essentially zero outside the solenoid. Thus there will be the same linkage of flux with the second coil and the mutual inductance
Ch. 35 p. 1CHAPTER 35 The Wave Nature of Light; Interference 1. We draw the wavelets and see that the incident wave fronts are parallel, with the angle of incidence 1 being the angle between the wave fronts and the surface. The reflecting wave fro
Chapter 38 p. 1CHAPTER 38 Early Quantum Theory and Models of the Atom Note: At the atomic scale, it is most convenient to have energies in electron-volts and wavelengths in nanometers. A useful expression for the energy of a photon in terms of its
Chapter 39 p. 1CHAPTER 39 Quantum Mechanics Note: At the atomic scale, it is most convenient to have energies in electron-volts and wavelengths in nanometers. A useful expression for the energy of a photon in terms of its wavelength is E = hf = hc
Chapter 40 p. 1CHAPTER 40 Quantum Mechanics of Atoms Note: At the atomic scale, it is most convenient to have energies in electron-volts and wavelengths in nanometers. A useful expression for the energy of a photon in terms of its wavelength is E
Chapter 41p. 1CHAPTER 41 Molecules and Solids Note: At the atomic scale, it is most convenient to have energies in electron-volts and wavelengths in nanometers. A useful expression for the energy of a photon in terms of its wavelength is E = hf
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In this resource, from the Department for Education Standards Unit, students will learn to understand how Newton's second law can be applied to a range of different problems. It will encourage learners to link the stages of solutions together and appreciate the purpose and relevance of each stage of a solution. Students should…
In this resource, from the Department for Education Standards Unit, students learn to use past paper examination questions creatively. The questions give them practice in using the equations of motion for constant acceleration and allow them to develop their ability to generalise from specific situations of motion.
Students should…
In this resource, from the Department fof Education Standards Unit, students learn to distinguish, by drawing and by using the order of the vertices, between Eulerian graphs, semi-Eulerian graphs and graphs that are neither; and to find strategies for solving the route inspection or 'Chinese postman' problem. Students……
In this resource from the DfE Standards Unit, students find the stationary points of a cubic function, determine the nature of these stationary points and to discuss and understand these processes.Students should have some knowledge of differentiation of polynomials, finding stationary points of a quadratic function and using f ″(x)…
In this resource from the DfE Standards Unit, students convert functions into an appropriate form for differentiating or integrating and then differentiate and integrate negative and fractional powers of x. Before starting the activity students should be able to differentiate and integrate polynomial functions and have some knowledge…
In this resource from the DfE Standards Unit, students practise differentiating quadratic functions and finding the values of a function and its derivative at specific points. They will distinguish between f (x) and f ′(x), relate values of f (x) and f ′(x) to the graph of y = f (x) and reflect on and discuss these processes.…
In this DfE Standards Unit resource, students find the stationary points of a function and determine their nature and solve appropriate equations in order to find the intercepts of a
function. Students are encouraged to connect the mathematical properties of a function and relate them to the graph. Before starting the activity students…
In this DfE Standards Unit resource, students identify different forms and properties
of quadratic functions, connect quadratic functions with their graphs and properties, including
intersections with axes, maxima and minima. Students will need to be familiar with the
following forms of quadratic functions and their interpretation:
y…
In this resource from the DfE Standards Unit, students calculate binomial probabilities and cumulative binomial probabilities. They develop their understanding of the context in which it is appropriate to use binomial probabilities, the symmetrical nature of the formula for a binomial probability and alternative strategies for calculating…
In this resource from the DfE Standards Unit, students use past examination papers creatively, analyse the demands made by examination questions, understand and use estimates or measures of probability from theoretical models, list all outcomes for two successive events in a systematic way and identify mutually exclusive outcomes…
In this resource from the DfE Standards Unit, students interpret frequency graphs, cumulative frequency graphs, and box and whisker plots, all for large samples, and then see how a large number of data points can result in the graph being approximated by a continuous distribution (GCSE Grades A - D)
discuss and clarify some common misconceptions about probability. This involves discussing the concepts of equally likely events, randomness and sample sizes. They will also learn to reason and explain. This session assumes that learners have encountered probability before. It…
In this DfE Standards Unit resource, students learn to understand that probabilities are assigned values between 0 and 1. They will on an decide an appropriate value for the probability of a given event and use some of the vocabulary associated with probability such as
'certain', 'impossible', 'likely'.…
In this resource from the DfE Standards Unit, students learn to use past examination papers creatively, recognise and visualise transformations of 2D shapes, transform triangles and other 2D shapes by translation, rotation and reflection and combinations of these. They develop their ability to generalise and explore their own questions…
In this DfE Standards Unit resource, students learn to recognise and visualise transformations of 2D shapes and translate, rotate, reflect and combine these transformations. Students unfamiliar with the terms 'rotation', 'reflection' and 'translation' will need some introduction to these. The session explore the relationship between linear and area enlargement, substitute into algebraic statements and discuss some common misconceptions about enlargement. Students will have covered some aspects of enlarging shapes before, but they may not have explored the relationships between linear,…
In this resource from the DfE Standards Unit, students learn to understand concepts of length and area in more depth, revise the names of plane shapes, develop reasoning through considering areas of plane compound shapes and construct their own examples and counter-examples to help justify or refute conjectures.Students should have…
In this resource from the DfE Standards Unit, students learn to express a part or whole diagram in fractions or percentages, convert a fraction to a percentage (using a calculator), calculate areas of rectangles, triangles, circles and parts of circles and add, subtract and multiply fractions. This session builds on students'…
In this DfE Standards Unit resource, students learn to understand the difference between perimeter and area. Students get practice in calculating the areas and the perimeters of rectangular shapes. Students may have had some previous experience of calculating perimeter and area. (GCSE Grades D - G)
In this resource from the DfE Standards Unit, students learn to name and classify polygons according to their properties, develop mathematical language to describe the similarities and differences between shapes and develop convincing explanations as to why combinations of particular properties are impossible. (GCSE Grades D-F)
In this resource from the DfE Standards Unit, students find and determine the nature of stationary points when a function is given in parametric form and find the intercepts of the function. Students should already be able to find stationary points and their nature when equations are given in Cartesian form, understand the parametric…
This DfE Standards Unit resource enables students to develop their understanding of the laws of logarithms, practise using the laws of logarithms to simplify numerical expressions involving logarithms and apply their knowledge of the laws of logarithms to expressions involving variables. Students should have some knowledge of the…
In this resource from the DfE Standards Unit, students explore trigonometrical graphs by recognising translations, stretches and reflections from their equations, sketching the graphs and learning about the period and amplitude. Students should be familiar with the graphs of y = sin x and y = cos x and have previously met the basic…
In this resource from the DfE Standards Unit, students learn to associate x-intercepts with finding values of x such that f (x) = 0, sketch graphs of cubic functions, find linear factors of cubic functions and develop efficient strategies when factorising cubic functions. Students should have some familiarity with quadratic graphs…
In this resource from the DfE Standards Unit, students will identify perpendicular gradients and lines that are perpendicular, learn to relate their learning about perpendicular lines to their previous learning about straight lines and explain the reasons why lines are parallel and perpendicular. Students should have some knowledge…
…
In this DfE Standards Unit resource, students learn to understand the relationship between graphical, algebraic and tabular representations of functions, the nature of proportional, linear, quadratic and inverse functions and doubling and squaring. Students should already be familiar with algebraic symbols such as those representing
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Never did much with surds at GCSE, or at OU on 123 or 121, soon forget stuff if I don't keep up with the practice.
(Original post by SubAtomic)
My wife did that module a few years ago. You are allowed a calculator in the exam.
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The cornerstone of ELEMENTARY LINEAR ALGEBRA is the authors' clear, careful, and concise presentation of material--written so that students can fully understand how mathemati [more]
The cornerstone of ELEMENTARY LINEAR ALGEBRA is the authors' clear, careful, and concise presentation of material--written so that students can fully understand how mathematics works. This program balances theory with examples, applications, and geom.[less]
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Just the facts (and figures) to understanding algebra.
The Complete Idiot's Guide® to Algebra has been updated to include easier-to-read graphs and additional practice problems. It covers variationsof standard problems that will assist students with their algebra courses, along with all the basic concepts, including linear equations and inequalities,... more...
Students no longer have anything to fear: The Complete Idiot's Guide to Calculus, Second Edition is here. Like its predecessor, it was created with an audience of students working toward a non-science related degree in mind. A non-intimidating, easy-to-understand textbook companion, this new edition has more explanatory graphs and illustrations and... more...
Most math and science study guides are a reflection of the college professors who write them-dry, difficult, and pretentious.
The Humongous Book of Trigonometry Problems is the exception. Author Mike Kelley has taken what appears to be a typical t more...
From the author of the highly successful The Complete Idiot's Guide to Calculus comes the perfect book for high school and college students. Following a standard algebra curriculum, it will teach students the basics so that they can make sense of their textbooks and get through algebra class with flying colorsCliffsQuickReview course guides cover the essentials of your toughest classes. You're sure to get a firm grip on core concepts and key material and be ready for the test with this guide at your side. Whether you're new to functions, analytic geometry, and matrices or just brushing up on those topics, CliffsQuickReview Precalculus can help. This guide
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All our staff are skilled at helping students learn and use maths on their own. We can help you find the key concepts you need to know in order to solve a problem, interpret what your course materials say, and identify any gaps in your assumed knowledge. We are particularly experienced in the concepts in first-year level courses, but can still help in the above ways for courses we are unfamiliar with. Finally, we can also provide useful handouts, offer general advice on study skills, or give you fun activities to try if you are bored.
So the short answer is: "Try us out!"
Statistics relating to a research project:
We are happy to discuss your statistics, but we prefer you email us on mathslearning@adelaide.edu.au to make an appointment first, since this is often a complex discussion. Also, it is important to note that we are not professional statisticians, so it can happen that we may not know the correct statistical procedures you need to use, and even if we do we can only give you general advice.
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Help
There is a substantial research literature that suggests learning in mathematics can be achieved by reading worked-out examples. WebGraphing.com goes one step further: it strives to jump-start students to learn mathematics by reading worked-out examples of their own choosing.
Unlike other web sites dedicated to mathematics, WebGraphing.com delivers real-time, step-by-step answers to challenging mathematics problems. There are a number of unique, patented features that make our calculators easier to use and more powerful than other graphing calculators. In comparison, our calculators take more of the grunt work out of demanding computations that contribute very little either to student learning or teacher productivity.
WebGraphing.com began operations in 2003. On average, we receive over 8,000 daily visitors from over 100 countries. We currently have over 150,000 members comprised of students, teachers and parents. This represents a lot of learning of mathematics, checking answers, copying publication-quality graphs, and mathematics exploration.
WebGraphing.com is the brainchild of Barry Cherkas (also known as pskinner on the Forum), a Professor of Mathematics holding a joint faculty appointment with the Department of Mathematics & Statistics at Hunter College and the Ph.D. Program in Urban Education at the City University of New York Graduate Center.
Professor Cherkas has received numerous grants and written many articles in mathematics and mathematics education, including an article related to graphing: "Finding polynomial and rational function turning points in precalculus," which appeared in the International Journal of Computers for Mathematical Learning, Vol. 8, No. 2, 2003, 215-234 Computer Math Snapshots Section. He has also written a book on using technology to learn precalculus: "Precalculus: Anticipating Calculus Using Mathematica® Labs," 2002, Jamaica, New York: Euler Press. More recently, he is a coauthor (with Dr. Rachael Welder) of the chapter Interactive Web-based Tools for Learning Mathematics: Best Practices appearing in the 2011 IGI Global publication, Teaching Mathematics Online: Emergent Technologies and Methodologies (edited by Dr. Angel A. Juan, Maria A. Hertas, Sven Trenholm and Cristina Steegman.)
Professor Cherkas welcomes any feedback and suggestions through the contact form.
Just like a math textbook, every once in a while we publish an error. If you think you've come across an error, please let us know. We'll get back to you with the correct solution.
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Mathematics A Discrete Introduction
9780534398989
ISBN:
0534398987
Edition: 2 Pub Date: 2005 Publisher: Thomson Learning
Summary: With a wealth of learning aids and a clear presentation, this book teaches students not only how to write proofs, but how to think clearly and present cases logically beyond this course. All the material is directly applicable to computer science and engineering, but it is presented from a mathematician's perspective
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Math Mania
1999 Math Mania has two important applications. One application is the use of math lessons to teach formulas and other methods of solving various math problems. The other application is to predict the outcome of certain problems based on given data with the Math Mania Math Solver. Math Mania is full of useful information to help one learn the language of mathematics. This site incorporates the principles of math and presents them using a collection of math lessons. These math lessons are assisted by a mailing list, a message board, and chat. These tools provide an interactive line of communication between Math Mania and the online users. Math Mania also includes an online search and sitemap to allow users to quickly navigate the site and find desired information. With Math Mania, we hope users will develop a greater appreciation for math and a greater knowledge of math and its applications.
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Winter Quarter 2003
The Many Hats of CHE 1205
In CHE 1205 Computation Lab, you will solve chemical engineering
problems using mathematical tools and software applications in
Excel, MatLab, and Maple. The following paragraphs describe the
overall goals of this course, the relevance of this course to your
role as a chemical engineer, and the specific concept goals of this
course.
Overall Goals of CHE 1205
The overall goal of this course is to
to fortify the chemical engineering concepts you are learning in CHE 1201
to give you the mathematical tools for solving several types of problems encountered as engineers
to apply Excel, MatLab, and Maple to simplify problem solving or to minimize repetitive calculations
to develop problem solving strategies and good documentation skills
Relevance of CHE 1205 to Your Role as a Chemical Engineer
CHE 1205 will introduce you to the types of problems you will
face as a chemical engineer. Say that you are a process engineer
for the production of an important pharmaceutical. You have been
given the responsibility of overseeing the production of this
product. Below are some of problems associated with this process
and the Lecture # where you will learn the concepts involved in
addressing these problems.
Lecture #1 and #2: Graphing and Least Squares Method You
notice that the volumetric flow rate of the gas in the pipeline
changes with the pressure. At a given pressure, the volumetric
flow rate of the gas is measured. At a given temperature, what is
the mathematical relationship between the pressure and the
volumetric flow rate of the gas? Can you predict the volumetric
flow rate of the gas under a new operating pressure?
Lecture #3: Numerical Integration You want to operate a
batch reactor at the temperature which optimizes the production of
the desired compound while minimizing the undesired reactions.
Working with the chemists in process development, the optimum
operating temperature has been determined experimentally in the
laboratory. Determine the total amount of heat that has to be
supplied to the reactor to change the temperature of the vessel from
room temperature to the initial optimum operating temperature.
Lecture #4 and #5: Numerical Solution to Ordinary Differential
Equations You start a process by filling an empty tank with two
different reactants. Reactant A in Stream #1 is pumped into the
tank at a constant rate while Reactant B in Stream #2 is being
pumped into the tank at a rate which is increasing linearly. The
concentration of the reactants and products in the tank are changing
as the tank is being filled. Determine the concentration of
Reactants A and B and the products with time.
Lecture #6 and #7: Material Balances on Multiple Unit
Processes with Reactions The chemists in the chemistry and drug
discovery group have determined the optimum temperature and pressure
for the reaction steps required to produce the drug. You are
involved in designing the process by which the reactants are mixed,
reacted, and separated from the products. You have been given the
desired production rate. However, the reactions do not go to
completion and moreover side reactions also decrease the amount of
desired product generated. What percent of the reactants are
converted to the product at the optimum conditions? What is the
flow rate of product lost in the product purification step? What
are the flow rates of the unreacted compounds? Can they be
separated from the by-products and recycled back with the fresh feed
to the reactor?
Concept Goals:
By the end of this course, you will understand the following chemical engineering concepts and be able to:
write the material balances for a reactive system using the
extent of reactions and determine the fractional conversion at a
given temperature and pressure given the equilibrium constant
(K)
You will also learn to apply the following mathematical tools and be able to:
recognize what a line, power, exponential function looks
like on a rectangular, semi log, or log plot
determine a mathematical equation which describes how y
changes with x using the least squares method
evaluate the integral of a function numerically using the
trapezoidal rule
solve an ordinary differential equation numerically using
the Runge-Kutta method
solve for the root of a nonlinear equation using Newton's rule
solve a set of linear algebraic equations for the unknowns
using matrices
solve a set of nonlinear equations for the unknowns
In the process you will be able to utilize the following functions in Excel, MatLab, and Maple:
Apply the least squares method to determine the coefficients
for the proposed equation and to determine the best fit equation
by comparing the sum of the square of the errors and the r
2value using following built-in functions:Ê SLOPE, INTERCEPT,
Trendline in Excel
Calculate the integral of a function numerically using the
trapezoidal rule in Excel and quad in MatLab
Solve ordinary differential equations in Excel and MatLab
using the Runge-Kutta method
Find the roots of a nonlinear equation using the GoalSeek /
Solver function in Excel
Solve a set of nonlinear equations using Solve in
Maple
No matter what career you pursue, the ability to critically think
and communicate effectively are just as important as your technical
abilities. In CHE1205, you will also learn to communicate and
document your solutions effectively and compile your projects into a
well-organized notebook. This notebook will serve as your personal
reference guide to the application of various mathematical tools and
programs in (Excel, MatLab, Maple) for your later courses.
Welcome to CHE1205 and I'm looking forward to a great quarter together!
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Math Place Online: Algebra
is a free online course for teachers and parents who feel that they never understood algebra. In this course participants will learn to solve and graph algebraic equations and use algebra for problem solving. Each week participants learn by watching videos, completing assignments, and communicating online and in live sessions with math learners and teacher experts. Through this experience participants will gain deep understanding of the fundamentals of algebra and gain experience that will enable them to help others learn algebra.
Instructor: Barbara Dubitsky is a faculty member in the Mathematics Leadership Department at Bank Street College. Recently, she co-presented The math place online: A model for synchronous teaching spaces to foster math learning for K-8 teachers and parents at the International Conference on Online Learning. The Sloan Consortium, Orlando, FL. (2012). Read more...
Contact Us
Student Experience
Students attending The Math Place Online: Algebra are asked to complete asynchronous work (done at one's own pace) and synchronous work (done together as a class and live online) to foster student comprehension of algebra.
Each week students spend two hours doing asynchronous work: watching videos, completing assignments, using Web-based math tools and games, and participating in online discussions with fellow students, and an hour and a half (Thursdays, 5:00 to 6:30 pm) doing synchronous work: collaborating online with fellow students under the guidance of Bank Street math experts. These sessions begin February 28 and end April 25. There's no meeting March 28.
If you are taking this course for continuing education credits (CEU) you will need to complete all asynchronous work and attend no less than seven synchronous sessions. You will also need to demonstrate your knowledge of the material through a culminating exercise.
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The strength of Engineering Computation is its combination of the two most important computational programs in the engineering marketplace today, MATLAB® and Excel®. Engineering students will need to know how to use both programs to solve problems.
The focus of this text is on the fundamentals of engineering computing: algorithm development, selection of appropriate tools, documentation of solutions, and verification and interpretation of results.
To enhance instruction, the companion website includes a detailed set of PowerPoint slides that illustrate important points reinforcing them for students and making class preparation easier.
PART 1: COMPUTATIONAL TOOLS
Chapter 1: Computing Tools
Chapter 2: Excel Fundamentals
Chapter 3: MATLAB Fundamentals
Chapter 4: MATLAB Programming
Chapter 5: Plotting Data
PART 2: ENGINEERING APPLICATIONS
Chapter 6: Finding the Roots of Equations
Chapter 7: Matrix Mathematics
Chapter 8: Solving Simultaneous Equations
Chapter 9: Numerical Integration
Chapter 10: Optimization
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College Algebra and Trigonometry that include highlights, exercise hints, art annotations, critical thinking exercises, and pop quizzes, as well as procedures, strategies, and summaries. This text is designed for a variety of students with different m... MOREathematical needs. for those students who will take additional mathematics, the text will provide the proper foundation of skills, understanding, and insights necessary for success in further courses. for those students who will not pursue further mathematics, the extensive emphasis on applications and modeling will demonstrate the usefulness and applicability of mathematics in the world today. Many of the applied problems in this text are actually real problems that people have had to solve on the job. With an emphasis on problem solving, this text provides students with an excellent opportunity to sharpen their reasoning and thinking skills. With increased critical thinking skills, students will have the confidence they need to tackle whatever future problems they may encounter inside and outside the classroom. This text is technology optional. With this approach, teachers will be able to offer either a technology-oriented course or a course that does not make use of technology. for departments requiring both options, this text provides the advantage of flexibility.
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02056
Requirements
Prerequisites
Algebra IA graphing calculator is recommended but not required. A graphing program called Gcalc will be available throughout the courseIn this course students will use their prior knowledge from previous courses to learn and apply
Algebra II skills. This course will include topics such as functions, radical functions, rational
functions, exponential and logarithmic functions, trigonometry, geometry, conic sections, systems of
equations, probability, and statistics. Students will apply the skills that they learn in this course to
real world situations.
I think that the Algebra II class that I am taking is fantastic! I love that I don't have to actually be in a classroom to take it. The main problem for me, though, is keeping up with everything. It is hard to not put off doing the work because you are busy or tired.
Kingston High School Student - 01/14/08
This has been a great program to work with. The teachers and tutors are so helpful and encouraging. They truly want you to succeed in your subject! They have many ways of explaining something to you and are great about getting back to you quickly. It does take a lot of commitment and effort on the student's part, though. The student has to want this for a reason, not just because they think it will be an easy way to get out of a class at school. The work they give you is truly challenging. Good Luck!
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Well there are just two people who can help me out at this point in time, either it has to be some math guru or it has to be the Almighty himself. I'm sick and tired of trying to solve problems on homework and practice workbook holt california algebra 1 - answers and some related topics such as linear inequalities and like denominators. I have my midterms coming up in a week from now and I don't know how I'm going to face them? Is there anyone out there who can actually spare some time and help me with my problems? Any sort of help would be really appreciated.
Haha! absences are quite bothersome especially when you missed an important topic like homework and practice workbook holt california algebra 1 - answers that is really quite complex. Have you tried using Algebrator before? As of now, this is what I can advice you to do: try that software and you'll have no problem learning homework and practice workbook holt california algebra 1 - answers. It's very useful to use because it does not only answer math problems but it does explains by giving a detailed solution. Believe it or not, it made my quiz grades improve significantly because of this software. I just want to share this because I'm elated with the program's brilliance.
Even I've been through that phase when I was trying to figure out a way to solve certain type of questions pertaining to adding matrices and rational inequalities. But then I came across this piece of software and I felt as if I found a magic wand. In a flash it would solve even the most difficult questions for you. And the fact that it gives a detailed step-by-step explanation makes it even more useful. It's a must buy for every algebra student.
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6SAM_M : AS/A level Mathematics - Mechanics
Course description:
This course is particularly suited for students studying AS/A Level Physics and Technology. The Mechanics units (MI and M2) in particular, complement these subjects.
Course content:
You will study both Pure Maths (which includes algebra, calculus, trigonometry and geometry) and Applied Maths modules. Pure Maths (the "Core" modules) gives you the tools needed for solving problems while the Applied Maths allows you to use these in real world contexts. What you learn in Maths can be used in many other subjects. Mechanics 1 and 2 are a very useful support in Physics.
Teaching methods:
In addition to topics being explained and examples worked through on the board, you will be expected to participate fully in class by contributing ideas, working in small groups on worksheets or working through questions. There will be a variety of learning styles including use of graphic calculators and computer software. You will be expected to do a significant amount of work outside class including being set regular homework.
Maths workshops are available for students to use on a drop-in basis to sort out any problems you have.
Course assessment:
AS level Mathematics comprises of 3 modules (C1, C2 and M1), which will be examined at the end of your first year.
A level Mathematics comprises of 6 modules: these include the 3 AS modules taken at the end of the first year, with two further Pure Modules C3 and C4 and an Applied Module (either M2 or S1)in the second year.
All modules contain an exam. A second year module contains a piece of assessed coursework.
Entry requirements:
Minimum GCSE Maths grade required: AGCSEs at mostly A/B grade.
Progression opportunities:
At the end of the first year students take AS level Maths and on successful completion can then decide to continue on to A2 Maths to gain the full A level.
Additional information:
Students are required to pay for textbooks and resources, which include revision material and past papers. The total cost for the AS course is about £40.
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38
MATHEMATICS.
Mr. Dalley.
Mr. Robb.
Mr. Gardner.
Mr. Wrigley.
Algebra a. This course affords a thoro and complete treatment of addition and substraction, parentheses, multiplication, division, simple equations, factoring, highest common factor, lowest common multiple, fractions, simultaneous equations, inequalities, involution, theory of exponents, radicals, quadratic equations, and equations solved like quadratics.
Wells's "The Essentials of Algebra" is the text book in use.
Three hours per week throughout the year.
Algebra b. This course treats simultaneous quadratic equations, theory of quadratic equations, ratio, proportion, and variation, arithmetical, geometrical, and harnomical progressions, imaginary numbers, and logarithms.
Two hours per week throughout the year.
Plane Geometry. This course covers the five books in plane geometry. It aims to familiarize the students with the forms of rigid deductive reasoning, and to develop accuracy of statement and the power of logical proof. Considerable time is devoted to the demonstration of original theorems and to the solution of practical problems.
Three hours per week throughout the year.
Solid Geometry. Wentworth's Solid Geometry.
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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 geometry.
Time is spent developing geometric concepts and writing proof outlines. Real-world problems are included along with applications to other subjects such as physics and chemistryStudents shape up in geometry with LIFEPAC Geometry. Rich and rewarding, this course offers an individualized, step-by-step learning system! In-depth lessons cover: Proofs; Angles and Parallels; Congruency; Similar Polygons; and Coordinate Geometry. Let your student explore the wonderful world of God's shapes! Lessons about circles, tangents, angles, triangles, area and volume, and points are also included. Engaging work texts are filled with easy-to-follow lessons and applicable illustrations. The LIFEPAC Geometry Set contains ten work texts and a teacher's guide that may be purchased individually.
Students learn algebra with engaging LIFEPAC 9th Grade Algebra I! Diverse algebraic topics cover: Variables and Numbers, Solving Equations, Polynomials, Algebraic Factors and Fractions, and Radical Expressions. LIFEPAC 9th Grade Algebra I has a concept-by-concept approach to learning that will fine-tune student's' grasp of algebra! Students will not only learn graphing, determinants, and quadratic equations, but will also experience achievement as they complete each rewarding work text lesson. The LIFEPAC 9th Grade Algebra I Set contains ten work texts and a teacher's guide that may be purchased individually.
This is a traditional geometry text, requiring the students to prove theorems. It is biblically based throughout and contains one lesson per chapter, relating Geometry and Scripture. Different colors and shading are used to distinguish among postulates, definitions, theorems, and constructions. Exercises are divided into three levels of difficulty. Dominion Thru Math exercises, scattered through each chapter, relate to the chapter openers, and offer the opportunity for students to the use technology in problem solving.
Analytic Geometry features, one per chapter, help students to make the algebra-geometry connection. Geometry Around Us features reveal some of Geometry's secret hideouts. Mind over Math brain teasers ar ... more
With LIFEPAC Grade Algebra II, student's can master advanced algebra! This course's concept-by-concept approach and clearly written lessons make comprehension easy. Students receive the tools to understand: Set, Structure, and Function; Numbers, Sentences, and Problems; Linear Equations and Inequalities; Radical Expressions; and Quadratic Relations and Systems. LIFEPAC Algebra II takes the guesswork out of understanding more advanced algebraic processes. Easy-to-understand work texts, which also cover exponential functions, counting principles, and real numbers, will build your student's knowledge of math. The LIFEPAC Algebra II Set contains ten work texts and a teacher's guide that may be purchased individually.
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Resources
Course 02: Discrete Mathematics (Arsdigita University) (2000)
This course covers the mathematical topics most directly related to computer science. Topics include: logic, relations, functions, basic set theory, countability and counting arguments, proof techniques, mathematical induction, graph theory, combinatorics, discrete probability, recursion, recurrence relations, and number theory. Emphasis is placed on providing a context for the application of the mathematics within computer science. The analysis of algorithms requires the ability to count the number of operations in an algorithm. Recursive algorithms in particular depend on the solution to a recurrence equation, and a proof of correctness by mathematical induction. The design of a digital circuit requires the knowledge of Boolean algebra. Software engineering uses sets, graphs, trees and other data structures. Number theory is at the heart of secure messaging systems and cryptography. Logic is used in AI research in theorem proving and in database query systems. Proofs by induction and the more general notions of mathematical proof are ubiquitous in theory of computation, compiler design and formal grammars. Probabilistic notions crop up in architectural trade-offs in hardware design.
Instructor: Shai Simonson
Text: Discrete Mathematics and its Applications, Rosen.
Reference: Concrete Mathematics, Graham, Knuth and Patashnik
Requirements: Four exams, seven problem sets, one research problem set.
Reviewer:waacoc0 -
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October 13, 2008 Subject:
.
how can i download this?
Reviewer:bellrus -
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August 6, 2008 Subject:
A good material
Funny lecturer.
Thank you so much.
Reviewer:vse -
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December 13, 2007 Subject:
Very Good Course
Shai is a good intructor and teaches the material in a fun way.
I found a truth table tester that may help you train the concepts from lecture 1. It is in German but that shouldnt matter for that topic.
Here is the url .
Reviewer:sivam.iitm -
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August 23, 2007 Subject:
its a greeeeeeeeeeeeet work
thanks for giving a valuable informaaaaaaaaaaaation
Reviewer:wackyStudent -
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August 19, 2007 Subject:
Great refresher
Wish I had knew this site before I took this class, but I downloaded it since my professor didn't cover half this stuff.
Reviewer:ramboisme -
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May 16, 2007 Subject:
video lectures are really good
video lectures are really good. I am so glad to find them here.
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Mathematical Olympiad Challenges
This significantly revised and expanded second edition of Mathematical Olympiad Challenges is a rich collection of problems put together by two experienced and well-known professors and coaches of the U.S. International Mathematical Olympiad Team. Hundreds of beautiful, challenging, and instructive problems from algebra, geometry, trigonometry, combinatorics, and number theory from numerous mathematical competitions and journals have been selected and updated. The problems are clustered by topic into self-contained sections with solutions provided separately. Historical insights and asides are presented to stimulate further inquiry. The emphasis throughout is on creative solutions to open-ended problems.
New to the second edition: * Completely rewritten discussions precede each of the 30 units, adopting a more user-friendly style with more accessible and inviting examples * Many new or expanded examples, problems, and solutions * Additional references and reader suggestions have been incorporated Featuring enhanced motivation for advanced high school and beginning college students, as well as instructors and Olympiad coaches, this text can be used for creative problem-solving courses, for professional teacher development seminars and workshops, for self-study, or as a resource for training for mathematical competitions
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05.0 MATHEMATICS
05.0.1.9.1
-- Students will use real-life experiences, physical materials and technology to construct meanings for rational and irrational numbers, including integers, percents and roots
05.0.1.9.2
-- Students will use number sense and the properties of various subsets of real numbers to solve real-world problems
05.0.2.9.2
-- Students will apply and explain procedures for performing calculations with whole numbers, decimals, factions and integers
04.2 LRIT - COMPUTER TECHNOLOGY
04.2.2.9.1
-- Students will identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs What roles do variables play in C++?
2. What roles do data structures play in C++?
3. How do basic math operations perform in C++?
4. How do mixed data types perform in C++?
5. What problems can occur in can occur when performing calculations as a result of the limitations of data types?
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For departments of computer science offering Sophomore through Junior-level courses in Algorithms or Design and Analysis of Algorithms. This is an introductory-level algorithm text. It includes worked-out examples and detailed proofs. Presents Algorithms by type rather than application.
Designed for use in a variety of courses including Information Visualization, Human—Computer Interaction, Graph Algorithms, Computational Geometry, and Graph Drawing. This book describes fundamental algorithmic techniques for constructing drawings of graphs. Suitable as either a textbook ...
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COT 4110: Tools for Algorithm Analysis Archive
I taught this course once, in the 1999 Fall semester. After that, the
course was basically discontinued, due to lack of interest. Essentially,
the course was supposed to be an advanced undergraduate course focusing
on the mathematical tools that are used to analyze algorithms. It is
likely that the course will be revived in the near future, but more
similar to an algorithms course to go above and beyond CS2.
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Description—
Features
Diverse applications both in the exercises and the examples help students see how mathematics is applied to everyday and work-related situations. Many use real-world data to increase their relevance to students' lives.
More than 5,000 exercises provide a wide variety of quality problems that are sorted in increasing order of difficulty, starting with basic skills and applications and progressing to increasingly challenging exercises.
More than 850 examples are worked out in detail. Many examples include strategies that are specifically designed to guide students through the logistics of the solution before finding the solution.
"Now Work" exercises follow every example, suggesting an end-of-section exercise that is similar in style and concept to the example. This gives the student the opportunity to test and confirm their understanding. Answers to the "Now Work" exercises are found in the Answers section in the back of the text.
Apply It exercises (formerly titled Principles in Practice) are located in the margins next to examples to provide an opportunity for students to apply and check their understanding of the mathematics in the corresponding example.
Reviews
Very good
3 Oct 2011
By Yousef-
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Course Requires a Media Kit to be Purchased by Course Sponsor
(see additional details below):
No
Description:
Number Theory began as a playground for a few mathematicians that were fascinated by the curious properties of numbers. Today, it has numerous applications from pencil and paper algorithms, to the solving of puzzles, to the design of computer software, to cryptanalysis (a science of code breaking).
Number Theory uses the familiar operations of arithmetic (addition, subtraction, multiplication, and division), but more as the starting point of intriguing investigations than as topics of primary interest. Number Theory is more involved in finding relations, patterns, and the structure of numbers.
This Number Theory course will cover topics such as the Fundamental Theorem of Algebra, Euclid's Algorithm, Pascal's Triangle, Fermat's Last Theorem, and Pythagorean Triples. We will finish the course with a linkage of Number Theory to Cryptography. In today's world of high speed communication, banks, corporations, law enforcement agencies and so on need to transmit confidential information over public phone lines or airwaves to a large number of other similar institutions. Prime numbers and composite numbers play a crucial role in many cryptographic schemes.
Come taste the flavor of the purest of pure mathematics. This course is open to any student having basic algebra or higher mathematics who is challenged by puzzles and mathematics problems. It will run for a full semester.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
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Matrix Calculator
Embed or link this publication
Description
In mathematics, matrix is a set of numbers or arrangement of numbers into labeled rows and
columns in a table. Matrix usually enclosed between square brackets.
Matrix Calculator is an online tool to calculate addition, subtraction and multiplication of
Popular Pages
p. 1
matrix calculator in mathematics matrix is a set of numbers or arrangement of numbers into labeled rows and columns in a table matrix usually enclosed between square brackets matrix calculator is an online tool to calculate addition subtraction and multiplication of two 2 × 2 matrices it is a tool which makes calculations easy and fun try our matrix calculator and get your problems solved instantly for example see the calculator present in this page also see the below mentioned list where you will get all the different calculator which could be use to calculate diffident matrix operations learn more about math tutor
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matrices of the same size can be added or subtracted element by element the rule for matrix multiplication is more complicated and two matrices can be multiplied only when the number of columns in the first equals the number of rows in the second a major application of matrices is to represent linear transformations that is generalizations of linear functions such as fx 4x for example the rotation of vectors in three dimensional space is a linear transformation if r is a rotation matrix and v is a column vector a matrix with only one column describing the position of a point in space the product rv is a column vector describing the position of that point after a rotation the product of two matrices is a matrix that represents the composition of two linear transformations another application of matrices is in the solution of a system of linear equations if the matrix is square it is possible to deduce some of its properties by computing its determinant read more on live online tutoring
p. 3
for example a square matrix has an inverse if and only if its determinant is not zero eigenvalues and eigenvectors provide insight into the geometry of linear transformations matrix decomposition methods there are several methods to render matrices into a more easily accessible form they are generally referred to as matrix transformation or matrix decomposition techniques the interest of all these decomposition techniques is that they preserve certain properties of the matrices in question such as determinant rank or inverse so that these quantities can be calculated after applying the transformation or that certain matrix operations are algorithmically easier to carry out for some types of matrices.
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Using Textbook Outlining to Empower Students to Become More Active Learners
Laura Graff: lgraff@collegeofthedesert.edu
Dustin Culhan: dculhan@collegeofthedesert.edu
Felix Marhuenda-Donate: fmarhuenda@collegeofthedesert.edu
When they enroll in a History, Government, or Psychology class, students expect to attend lectures and take notes, read the textbook, and study questions the instructor provides to help them prepare for exams. They do not expect the exam questions to be identical to the study questions. Rather, they expect the exam to ask new questions that allow them to show how they have incorporated the information from the lecture and the textbook along with their own ideas to make their own connections.
Yet, for some reason, these same attitudes and expectations do not seem to apply to math class. Students approach the math textbook as little more than an (extremely expensive) problem set, expecting to get all of the information they need to prepare for tests simply by attending lecture. A typical college math course requires a great deal of homework, and students are expected to spend many hours outside of class studying. When students lack the ability to use their textbook as a learning tool, the results -- low test scores and poor retention and success rates -- can be frustrating for students and teachers alike.
In addition to the above difficulties are these depressing facts:
At College of the Desert, 92 percent of all incoming students place into a remedial level mathematics course (Intermediate Algebra or below).
Also shocking is the fact that a full 67 percent of students start their college mathematics careers seated in a basic arithmetic course.
Retention rates are dismal enough to reduce even the most hardened classroom veteran to tears.
In an effort to turn back this wave of despair, a trio of math professors at College of the Desert has incorporated the idea of outlining math textbooks into their courses. By getting students in the habit of really using their textbooks, outlining helps them gain a deeper knowledge of the material that, in turn, enables them to make their own connections between ideas. From passive listeners, students become independent and active learners.
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Beaver Springs Calculus. To me, Algebra 2 was basically the more complex, more intricate following to Algebra 1. The same subject, but with longer, complex numbers and "drawn out" equations, primarily d...
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Enhance your GCSE Statistics lessons with exciting digital resources that will put statistics into a real-life context for students. * Enhance your lessons with 120 digital resources, matched to the Collins GCSE Statistics student books. * Allow students to access the GCSE Statistics student books at home, with SCORM compliant pages for your VLE. * Boost student confidence with video worked exam questions. * Introduce new topics to the class with ease, with 36 differentiated Powerpoint starters. * Practice key skills with multiple choice and matching pair questions. * Show students how statistics are used in real life, with news clips and career videos. * Find Foundation and Higher content all in one place. * Suitable for both AQA and Edexcel exam boards. * Resources produced by an expert team of authors.
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Geometric Sequences
We already know that an arithmetic sequence is one where the difference between successive terms is constant. The distance each term is the same. A geometric sequence is a lot like an arithmetic sequence, but it is completely different at the...
Please purchase the full module to see the rest of this course
Purchase the Sequences Pass and get full access to this Calculus chapter. No limits found here.
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Leaving Certificate Mathematics usually is a requirement for a great many areas of employment and courses. In terms of the word of work, employers look for numeracy skills in all areas including apprenticeships, nursing and the Gardai. All Institutes of Technology insist on at least Ordinary Level Maths as a basic entry requirement. There are some exceptions, for example, Art Degrees/Courses. A Grade C or higher in Ordinary Level Maths is required for many Science or Commerce courses – this reflects the amount of Maths and Statistics involved in studying Science, Commerce or Psychology.
Knowledge of the Junior Certificate Higher Course will be assumed. The syllabus is presented in the form of a core and a list of options. Students study the whole of the core and one option:
CORE:
ALGEBRA Algebraic operations on polynomials and rational functions, unique solutions of simultaneous linear equations with two or three unknowns, inequalities, complex numbers, proof by induction of simple identities and matrices.
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02061
Requirements
Prerequisites
Algebra is recommended Students will build mathematical skills that will allow them to solve problems and reason logically. Students will be able to communicate their understanding by organizing, clarifying, and refining mathematical information for a given purpose; students will use everyday mathematical language and notation in appropriate and efficient forms to clearly express or represent complex ideas and information.
COURSE OBJECTIVES: The purpose of this course is to provide students with an overview of the many mathematical disciplines. Topics included are number sense, geometry, algebra, measurement, probability and statistics, and data interpretation. Assessments within the course include multiple-choice, short answer, or extended response questions. Also included in this course are self-check quizzes, audio tutorials, web quests and interactive games.
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GEOMETRY '11-'12 MRS. ELROD COURSE OUTLINE AND CLASSROOM POLICIES Hi! Welcome to another great year at Buena High School! Please read through the information below, keep it available in your binder, and sign and return the tear-off part. 1. Course Description: Geometry is a College-Preparatory course designed to introduce students to rigorous upper level mathematics. Geometric Proofs, logic, inductive and deductive reasoning will be heavily stressed (semester 1), as well as developing and using formulas for geometric shapes. (semester 2) Topics include theorems about lines and angles, triangle results, including congruence and similarity, Pythagorean Theorem and Trigonometry, Polygons, Circles, Solids and transformations. 2. Course Outline: 1st semester: chapters 1-6 in textbook, as well as several projects. 2nd semester: chapters 8, 9, 10, 11, 12, and 7 in textbook, as well as several projects. California Standards for Geometry will be taught throughout the year. See website for current state standards. 3. Textbook: GEOMETRY by McDougal Littell (blue book) Textbook must be covered, returned in good condition, and cared for while on loan to the student. BRING YOUR BOOK TO CLASS EVERY DAY!!! 4. Grading System: All assignments are expected to be done neatly, on time, and honestly. a. Overall grade is calculated as a weighted average, described below. Homework 10% - must be done completely, with work shown, and turned in on time. Late homework (1 day) will be accepted at half-credit. HOMEWORK IS ASSIGNED FREQUENTLY! Participation 10% - notes, supplies, cooperation, class participation, projects, classwork. Quizzes 30% - Twice a week, usually. Often announced, sometimes unannounced (pop quiz) Tests 50% - All tests will be announced. Passing grade for tests, quizzes and the class is 60%. *************************************************************************** * To be eligible to take the chapter tests, a student must have all homework turned in * * before the test day. Any student who chooses to avoid his/her homework will be * * expected to complete their homework during the test, and MAKE UP THE TEST DURING * * BARK PERIOD. * *************************************************************************** b. Calculation of overall grade 95% - 100% = A+ 75% - 79% = C+ 90% - 94% = A 70% - 74% = C 85% - 90% = B+ 65% - 69% = D+ - avoid this!! 80% - 84 % = B 60% - 64% = D - avoid this!! Below 60% is failing, and will receive an F c. Make-up work for EXCUSED absences - must be done within a "reasonable" amount of time - Typically, one day of make-up time for each day of absence. It is the student's responsibility to get any missed notes from a classmate. Missed exams or quizzes must be made up within one week. The student is expected to pursue and complete all missing assignments. Those not made up within the stated time frame will receive a score of Zero. d. ZANGLE and Student Connect. I post grades regularly on Zangle – usually within a week. e. Cheating Policy (VUSD) A student who attempts to or gains an unfair advantage over any other student because of unacceptable behavior is subject to the following: Level One - zero on the assignment or test, conference with the student, contact the parent and send copy of form B to both parent and the Assistant Principal Level Two - zero on the assignment, 2 day suspension by the Assistant Principal, notify parent with Form C, parent conference Level Three - zero on the assignment, 5 day suspension by the Assistant Principal, notify parent with Form C, parent conference Level Four – Student shall be transferred from the high school and placed in alternative placement 5. Rules and Expectations. My rules are fairly simple – RESPECT for all - This means treat others how you wish to be treated. Use appropriate language and tone. Respect property – DO YOUR BEST. What you get from this class depends largely on what you put into it! – SEEK RESOLUTIONS TO PROBLEMS - don't ignore them, they could get worse. – FOLLOW CLASSROOM EXPECTATIONS Students will be expected to · Be in their seatwhen the tardy bell rings, with BOOK, supplies, ready to begin · Participate in all class work. Stay focused. · Pay attention, take notes during instruction, and ask questions · Keep all electronic distractions in their backpacks. CD players, video games and cell phones will be turned over to their administrator if used during class · Stay in assigned seat until dismissed. -TARDY It is important to be on time and prepared for class when the bell rings. I keep track of tardy arrivals; you will be expected to serve a class detention for your tardies. 6. Consequences Failure to meet the above rules and expectations will result in disciplinary action, according to school policy. (Verbal reminder, conference, removal of privilege, phone call to Parents, counseling referral, administrative referral.) 7. SUPPLIES – to be well prepared, please bring to class ●A 3-ring binder: 2 inches is best. You'll be getting lots of papers. ●Dividers – separate notebook into Notes/Homework/Journals/Quizzes/Extra Paper ●Loose leaf paper ●Graph paper ●Pencils! # 2 pencils, an eraser and colored pencils (pens are not for math) ●Highlighters ●Book Cover – not the adhesive kind ●a Compass and Protractor ●A scientific calculator. I recommend the TI-30Xa or similar. 8. Contact information. Please contact me with any questions or concerns. Student success is the goal, and I am happy to discuss any ways to help your student succeed. 805-289-1842, ext 2151 or diane.elrod@venturausd.org my web page is vusdmathelrod.weebly.com Sincerely, Diane B. Elrod Please sign and return the agreement form on the next page. Please detach, and return the bottom portion of this letter by Friday, 8/26/2011 I/We have read the included policies and support them. ______________________________________ ____________ PRINT student name PERIOD ______________________________________ ______________________________ STUDENT SIGNATURE PARENT/GUARDIAN SIGNATURE Parents, please provide a phone number where you can be reached, and the best time to contact you between the hours of 8am and 9pm Time _____________ Work # ____________ Home # ____________ Cell # ____________
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Examples precalculus's examples
Pre-Calculus Help. Do you need help with pre-calculus? We have over 2000 video clips giving step by step explanation on math topics, including pre-calculus, covered in elementary school, middle school, high school and college. Along with our. — "Pre-Calculus Help",
This booklet of Academic Standards clearly spells out what you should know and be able to do in Pre-Calculus. Examples are given to help you understand what is required to meet the Standards. Please review this guide. with your teachers and share it with your parents and family. — "Pre-Calculus", saintmarys.edu
Topics in precalculus Topics in. PRECALCULUS. Home. To view these pages as intended, it is best to view them with Internet Explorer 6 or Firefox 3, and with Garamond as the font. 11. The formal rules of algebra. 12. Rational and irrational numbers. What is a rational number?. — "Precalculus",
Pre-calculus I : Fractions, radicals and exponents - University of Illinois at Springfield Pre-calculus III : Linear Functions and Quadratic Equations - University of Illinois at Springfield. — "Pre-Calculus",
— "Precalculus - Wikipedia, the free encyclopedia",
Precalculus. Second Edition. by Robert Blitzer. Important Note: To use our websites, we recommend that you use version 5 or greater of Microsoft Internet Explorer or version 4 or greater of Netscape Navigator. In both cases, make sure you have JavaScript, cookies, and Java enabled. — "Precalculus",
Precalculus is part of the acclaimed Art of Problem Solving curriculum designed to challenge high-performing middle and high Precalculus covers trigonometry, complex numbers, vectors, and matrices. It includes nearly 1000 problems, ranging from routine exercises to extremely challenging. — "Precalculus",
Introduction to Precalculus. Calculus is a powerful, useful, and versatile branch of of precalculus deepens students' understanding of algebra and extends. — "PRECALCULUS", michigan.gov
Welcome to the Pre-Calculus/Calculus portion of the site! Our philosophy is slightly Because of the wide range of Pre-Calculus/Calculus programs and the equally wide range. — "Pre-Calc/Calculus - Math for Morons Like Us",
Covers lines, functions, algebraic simplification, logarithms and exponents, and trigonometric equations. Includes practice exercises and answers. (These topics, and the links shown below, should be helpful to students preparing for the Precalculus Diagnostic Exam at UCD. — "Precalculus Problems and Solutions", math.ucdavis.edu
Learn about the College Algebra–Trigonometry CLEP examination. Find information about the test, knowledge and skills required, and study resources. The Precalculus examination assesses student mastery of skills and concepts required for success in a first-semester calculus course. — "CLEP: Precalculus Exam",
precalculus n. A course of study taken as a prerequisite for the study of calculus. precalculus precal ' culus. — "precalculus: Definition from ",
recommends five Precalculus websites. William Mueller (see below) describes precalculus as the bridge between the math you know, such as arithmetic and algebra, and a wondrous, fertile land ahead:. — "Precalculus",
Take Precalculus through StraighterLines online Precalculus course and earn college credit that can be transferred Sign up now to start. — "Online Precalculus Course - Precalculus Online - StraighterLine",
Pre-calculus Details. Thinkwell's Pre-calculus with Edward Burger lays the foundation for success because, unlike a traditional textbook, students actually like using it. We've built Pre-calculus around hundreds of multimedia tutorials that provide dozens of hours of instructional material. — "Precalculus | Online Lessons",
Precalculus: The Essentials that Students Seem to Forget for the FULL LARGER AND FREE version of this video. Covers essential skills from algebra and trigonometry that are needed to be successful in calculus. Uusally in solving a problem, the calculus part lasts 1 minute but if the student cannot do the algebraic manipulation after that he/she cannot solve the problem. .
Pre-Calculus: Graphing Period, Amplitude, Shifts Professor Burger shows you how to use all of the tools at your disposal to effectively graph complicated trigonometric functions involving sine and cosine. He will show you how to recognize changes in period, amplitude, and vertical and phase shifts in the equation and how to correctly incorporate them into your trig function graph. He will also show you a three-step process of translating the equation, graphing the intermediate steps, and finailzing the graph. The examples you will use are y = -2sin(x- Pi/4)+1 and y = 2cos(Pi*x)-2. These equations both involve complications like those listed above (as indicated by their added constants and coefficients). ...
Precalculus - DeMoivre's Theorem Free Math Help at Brightstorm! How to raise a complex number to an integer power using DeMoivre's Theorem.
Pre-Calculus: Graph Sine, Cosine with Coefficients After learning how to graph the sine and cosine functions, now we will modify the graphs of these functions by adding in coefficients. Professor Burgers shows you a simple, 2-step process to determine the graphs. First, he will teach you about changes in the coefficient of the function. The introduction of a coefficient changes the amplitude of the graphed trigonometric function (sine or cosine). This is difference between AM (amplitude modulation) radio stations; changes in amplitude produce AM radio signals.The amplitude is equal to the absolute value of the coefficient of the trigonometric function. Prof Burger will also show you how changing the coefficient of the independent variable changes the period of the graphed sine or cosine function. This is the difference in FM radio stations (frequency modulation). The period =(2 Pi) / coefficient of X ...
Pre-Calculus Lesson 4.1 part1Calculus I - Lecture 1 - A Review of Pre-Calculus
Pre-Calculus: Geometric Vectors Watch more free lectures and examples of Pre-Calculus at Other subjects include Algebra 1/2, Pre Algebra, Geometry, Calculus, Statistics, Biology, Chemistry, Physics, and Computer Science. -All lectures are broken down by individual topics -No more wasted time -Just search and jump directly to the answer
Pre Calculus: Logarithms When you are looking for a logarithm you are really looking to find the power that the given base must be raised to produce a given number. If it sounds complicated it'll make more sense after we are done.
Pre-Calculus: Using Double-Angle Identities Double-angle identities allow you to simplify trigonometric equations with a 2 as the coefficient. (similar formulae exist for trig functions with 1/2 or 3 as the coefficient). In this lesson, Professor Burger uses the equation cos2x = sinx as an example. If this equation were simply cos x = sinx, we could divide to re-write the formula as sinx/cosx = tan x = 0, but in this case, we have a coefficient in advance of one of the arguments, which is why we need to use the double-angle formulas. After using the double-angle formulas in the provided example to simplify, you can further simplify these equations using trig identities (like the Pythagorean identity) and factoring. These tools will help you to solve many trig equations. The duble angle identities for sine, cosine, tangent and cotangent are: sin2x = 2sinxcosx, cos2x = cos^2x-sin^2x, tan 2x = 2tanx/(1-tan^2x), and cot2x = (cot^2x-1)/2cotx ...
Precalculus - The Complex Plane Free Math Help at Brightstorm! How to plot complex numbers on the complex plane.
Trigonometry & Precalculus Tutor - Sample2 - Angles This is a sample video from the 5 hour "Trigonometry and Precalculus Tutor" DVD from
Pre-calculus: How to Determine If a Function Is Even or Odd In this lesson, Professor Burger teaches you how to determine if a function is even, odd, or neither. He begins by defining even and odd functions and graphing them. A function is even if the function of negative x is equal to the function of x. The graph of an even function is symetric across the y-axis. A function is odd if the function of negative x is equal to the negative function of x. The graph of an odd function is symetric around the origin. After defining these, Professor Burger identifies whether sin and cos are even or odd, and then shows several more examples, including tan x, sin (2x), (sin x)/x, and x cos x. Lastly, Professor Burger describes and illustrates what a function looks like that is neither odd nor even. In this case, it is not symmetric to the Y axis or the origin.T ...
Precalculus - Exponential Growth and Decay Free Math Help at Brightstorm! How to find the doubling time of a population when the growth rate is given.
Graphing Logarithmic Functions, Part 2 of 2, from Thinkwell Precalculus Wish Professor Burger was your teacher? He can be! Click the link to learn more about Thinkwell's Online Video Precalculus Course.
Precalculus Ma 112: Section 1.8 Completing the square #1 Method of completing the square. Every rectangle can be expressed as the difference of two squares
Pre-Calculus: Graph Sine, Cosine with Phase Shifts Now that you have learned how to graph the sine and cosine functions, Professor Burger asks the question ""How does changing the x-value affect the graph?"" He shows you how adding or subtracting to the x-value can actually change graphs of the sine and cosine functions, a process called translation. Professor Burger also warns you about classic mistake #8, reminding you that adding and subtracting to the x-value actually creates the opposite effect when graphed (adding to X moves the graph in the negative direction). Finally, Professor Burger shows you how to simplify the equation y = 3sin(x + Pi/2) using translation. The key lies in the fact that adding or subtracting pi/2 or 2*pi to a sine or cosine function means there are some shortcuts that you can take to determine what the graph of the function looks like (eg the graph of sine of (x+pi/2) is the same as the graph of cosine and the same as the graph of sine of (x+2*pi)). ...
Pre-Calculus: Solving Trig Equations by Factoring Professor Burger teaches how to solve more complicated equations (tanx * sin^2x = tan x) involving trigonometric functions in this lesson. Solving these types of problems involve use of trig identities, factoring, etc and how to find all of the viable solutions for these types of problems. In the problem listed above, Professor Burger will show you how to factor the equation in order to help simplify and then solve it. Professor Burger also gives a warning about cancelling out in equations that involve trig functions. By canceling, you risk missing valid solutions and solution sets About Professor Edward Burger: ...
Pre-Calculus: Intro to Sine and Cosine Graphs In this lesson, you will examine the graphs of both the following trigonometric functions: sine and cosine. rofessor Burger will show you haw to graph sin and cos and teach you the acronym ASTC (All Students Take Calculus). Prof Burger also defines and shows you where to look for to evaluate the amplitude, period, and zeros of the sine and cosine graphs and shows you how to find and determine the maximums and mininimums for both sine and cosine functions. Finally, he will compare the graphs of the two functions, demonstrating that they have an identical shape with merely a shift between them to differentiate the two functions from each other. You'll also learn the importance of the pi/2 interval in plotting and remembering the trigonometric function graphs of cosine and sine. Taught by Professor Edward Burger, this lesson was selected from a broader, comprehensive course, Precalculus. This course and others are available from Thinkwell, Inc. The full course can be found at The full ...
Pre-Calculus: Complex Numbers - Trig or Polar Form This lesson instructs you on how to convert complex numbers into trig form (also known as polar form). Complex numbers, written in the form (a + bi), are an extension of the real numbers obtained by adjoining an imaginary unit, denoted by i, which is the square root of negative 1. To convert complex numbers into trigonometric or polar form, Professor Burger first walks you through sketching a graph of the number and drawing a right triangle. From that, he shows you how to use the trig properties to find the unknown values and the modulus. Then, you plug these falues into the trig form and determine the angle. To illustrate this method, Professor Burger walks you through an example in which he converts (-(3^1/2), +i) to polar or trigonometric form ...
Pre-Calculus: Inverse Trig Function Equations An inverse function asks the question ""What is the angle whose function is X."" In this lesson, you will learn to solve equations that include an inverse function (arc sine, arc cosine, arc tangent, etc). Professor Burger first shows you how to untangle the equation, re-writing it so that you can understand for what you are solving. He will also show you examples when there may be an infinite numbers of solutions, and how you will need to correctly denote this answer. Finally, he suggests that you check your answers by graphing, and shows you how. This lesson will include several examples of evaluating problems involving arc sin, arc cos, etc. You will begin by seeing how to approach and solve a problem like 'inverse cosine of cosine x = pi/4' While it would seem that the cosine and inverse cosine here would cancel, you will learn in this lesson why this is not the case and how you can correctly solve for the answer. This lesson ...
Pre-Calculus: Adding Vectors & Multiplying Scalars Professor Burger shows you how to add and subtract vectors and use scalar multiplication to elongate or shrink vectors while maintaining their direction angle. The magnitude of a vector can be altered with scalar multiplication. A scalar is simply a number (positive or negative or a fraction) used to multiply a vector by, with the vector keeping its same direction and changing magnitude. Vectors can also be added and subtracted by simply adding or subtracting the components. It is also simple to find the answer graphically by creating a parallelogram with the two vectors, which Professor Burger demonstrates ...
Precalculus mat142 Domain of a composite function and inverse functions Finding the domain of an inverse function and showing that two functions are inverses of each other. Showing that a composit
Graphing Logarithmic Functions, Part 1 of 2, from Thinkwell Precalculus Wish Professor Burger was your teacher? He can be! Click the link to learn more about Thinkwell's Online Video Precalculus Course.
Pre-Calculus: Polar & Rectangular Coordinates You will learn how to convert from polar coordinates to rectangular coordinates (or Cartesian coordinates or coordinates in a Cartesian plane), and vice versa in this lesson. First, Professor Berger gives you an overview of polar and rectangular coordinates. Then, you will learn how to convert a polar cordinate (r, Theta) into a rectangular coordinate (x, y), using the equations x = rcosTheta and y = rsinTheta. To convert from rectangular to polar, you will use the equations r = root(x^2 + y^2) and Theta = arctan (y/x). To illustrate the use of all of these formulae, Professor Burger will walk you through the conversion of (3, pi/6) from polar to rectangular coordinates and the conversion of (-1.1) in rectangular coordinates to equivalent polar coordinates ...
Pre-Calculus: Graphing the tangent This lesson introduces the graphs of all the other trigonometric functions (cosecant, secant, tangent, cotangent), using the sine and cosine graphs for points of comparison. Professor Burger shows you how to graph tanx using the identity tanx = sinx/cosx. This graph has asymptotes at all the multiples of Pi/2 and a period of Pi/absolute value of b. Next, you learn to graph secx, which is equal to 1/cosx. This means that secant has an asymptote anywhere cosx = 0. Next, Prof. Burger graphs cosecant, using the identity that cscx = 1/sinx. This graph is identical to secx, but shifted, like the relationship between sin and cos. Finally, you will learn to graph cotx, which is equal to 1/tanx. This means that there will be asymptote where tanx = 0, and zeros where tanx has asymptotes Texas at Austin, having graduated summa cum laude with distinction in mathematics from Connecticut College. He has also taught at UT-Austin and the University of Colorado at Boulder, and he served as a ...
Pre-Calculus: Fundamental Trigonometric Identities In this lesson, Professor Burger will reveal and explain several basic trigonometric identity proofs. He will begin by reviewing the definitions of sine, cosine, and tangent. From these definititions, he will prove tanx = sinx/cosx. Then, he uses the Pythagorean Theorem to show you the proofs for 3 more trigonometric identities: cos^2 + sin^2 = 1, 1+ tan^2 = sec^2, and 1 + cot^2 = csc^2. Finally, Professor Burger will tell you which of these identities and proofs you need to memorize and which you can derive simply and don't need to fret about memorizing in advance of your test .
Precalculus - Unit Circle The lesson focuses on determining trigonometric ratios using a unit circle. The primary focus will concern angles that are multiples of 90 degrees.
Pre-Calculus Lesson 4.1 part2Precalculus - The Resultant of Two Forces Free Math Help at Brightstorm! How to find the resultant of two forces when they are parallel, opposite, or perpendicular in direction.
On Twitter twitter about precalculus
Blogs & Forum blogs and forums about precalculus
"Pre-Calculus blog for 2010-11. Here you will find the latest and greatest about pre-calculus. I'll be posting homework here, and you may be asked to leave comments. Comments are closed. Coffeehouse. Watershed School Hosts Annual Coffeehouse – by Sophie" — Blog " Watershed School, watershed-
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Software Tools handle complex mathematical calculations.
September 17, 2008 -
Comprised of various tools for scientists and engineers, UltimaCalc accepts mathematical expressions as plain text, evaluates them, and logs results to file. Calculations are performed to 38-digit precision in various formats, and results can also be viewed in hexadecimal format or approximated as various ratios. Along with engineering mode, software offers algebra module that manipulates algebraic expressions, handles complex numbers and operations on matrices, and performs calculus.
UltimaCalc is a collection of mathematical tools wrapped up in one program, for use by scientists, engineers and students. The main window is a calculator that accepts mathematical expressions as plain text, evaluates them and logs the results to a file. Two new additions are the ability to calculate with complex numbers, and hot keys to quickly hide and restore the window.
Calculations are generally performed to a precision of 38 digits, but results can be displayed using just 8, 12 or 16 digits, in a variety of formats. The 'engineering' mode understands suffixes such as k (kilo) and M (mega). The results can also be viewed in hexadecimal format, or approximated as various ratios.
From the main window, specialised tools can be opened.
The Algebra module manipulates algebraic expressions. Two new additions to this module are the facility to optionally handle complex numbers, and operations on matrices. This module can multiply expressions together, simplify them, divide one polynomial by another, find the GCD of two polynomials, or factorise a polynomial. It also does calculus - differentiate an expression, find Taylor series, or integrate an expression and explain how the result was found.
Another powerful tool is the 'Regression / Least Squares' tool which contains five different methods to help analyse a set of measurements, or approximate complicated functions with simpler ones. Calculate linear regression, or use an absolute deviation fit to minimise the distorting effects of outliers. Perform a multivariate linear regression when one variable is a linear function of several others. Fit polynomials and arbitrary non-linear expressions to the data.
Also very popular is the Standard Deviation tool. It calculates up to 16 different statistics for a set of data, including the mean, median, standard deviation, estimated population standard deviation, skewness, kurtosis and various standard errors. It is also a handy tool for simply adding up a set of numbers.
Other tools can: solve simultaneous equations; find multiple solutions to a set of simultaneous non-linear equations; calculate values of parameters that minimise an expression; find the roots of polynomials; or plot arbitrary functions, up to eight together.
Simple to use, UltimaCalc has a comprehensive help system with a detailed index. Hitting F1 always opens the relevant page.
Evaluation copy available on request.
Screen shots
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Mathematical modelling modules feature in most university undergraduate mathematics courses. As one of the fastest growing areas of the curriculum it represents the current trend in teaching the more complex areas of mathematics. This book introduces mathematical modelling to the new style of undergraduate - those with less prior knowledge, who require more emphasis on application of techniques in the following sections: What is mathematical modelling?; Seeing modelling at work through population growth; Seeing modelling at work through published papers; Modelling in mechanics.
Written in the lively interactive style of the Modular Mathematics Series, this text will encourage the reader to take part in the modelling process.
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Academic Wellness
Be prepared to be a better student and achieve your academic goals
Math.com: This website will help you with math concepts from Basic Math, Algebra, Trigonometry, Statistic, and Calculus
Math Lessons - Looking to understand a subject better or maybe you don't understand what your textbook is trying to tell you? We have a collection of algebra and geometry lessons that you can view online right now.
How to Study: Get tips on how to stay organized, time management, learning styles, procrastination, and how to listen better. This site also gives you a break-down by subject!
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Algebra for College is pedagogically rich, with abundant student aids throughout. These include side-bar comments to example solutions, self-checks, problem-solving strategy, and methods of translating word statements into algebraic form. Consistent with NCTM standards, problem-solving is emphasized throughout the text.
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CALCU-SCAN (MODEL M126)
and digits; enter answers to problems with or without using the calculator functions; specify and save layout, access, sound, miscellaneous, and work options (for example, scan interval, say value, auditory scan, scroll/normal register); and display or print records of student progress. Scanning modes include auto, inverse, and one- or two-switch scans, and dwell access for head-pointing devices. In the Problem Editor, teachers can view, create, and edit math problems and save lists of problems. Numeric problems and word problems are entered just as they will be displayed to the student. The program can display math problems to be solved by the student using the calculator or by entering the answer directly. OPTIONS: Keystrokes Onscreen Keyboard, model F1OI102. SYSTEM REQUIREMENTS: Windows
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Mathematics & Statistics
Mathematical Problem Solving – MTH 112
Develops students problem-solving skills by teaching different problem-solving strategies, and allowing students the opportunity to develop and reflect on their own problem-solving and critical thinking skills. The students will apply these strategies to real world scenarios (3 credits).
Probability – MTH 125
Introductory probability and counting theory. Theoretical and empirical probabilities and counting techniques are explored in relation to business, social sciences, and games, using techniques such as Venn diagrams, trees, and two-way charts. Discrete and continuous probability distributions, including the Normal probability distribution, are also investigated. This course stresses problem-solving strategies, critical thinking, and communication. It is intended to help students think logically about numerical data and their relationships in preparation for a course in statistics. (3 credits).
Calculus I – MTH 135
This course offers an introduction to differential and integral calculus of the single variable. The course includes the study of limits and continuity, the mean value theorem, techniques of differentiation including the chain rule, optimization, and the fundamental theorem of calculus, antiderivatives and introductory integrals and their applications. Properties of transcendental functions (exponential, logarithmic, and trigonometric) are explored using calculus. A knowledge of algebra and trigonometry is assumed. (3 credits).
Applied Statistics – MTH 126
Introduces the student to applied statistical methods used in industry and scientific applications. Emphasis will be on the practical aspects of statistics as students use descriptive and inferential statistics to analyze real data in applications of hypothesis testing, ANOVA, and linear regression and correlation. A TI 82 or 83 calculator is required. (3 credits).
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(Original post by subjectman10)
Thanks a lot MathsMind!
It could be my door to an A*
How did you find them?
(Original post by MathsMind)
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...The focus is on comparisons between these figures concerning surface areas, volumes, congruency, similarity, transformations, and coordinate Geometry. Pre-algebra will include a thorough exploration of the fundamentals of arithmetic, including fractions, exponents, and decimals. The students wi...
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What couldhelpmewouldbegoodtoknowWhichthingsWhat could help me before starting my undergraduate studies to become a good mathematician?
Which things could help meI'm starting my undergraduate studies in september. I was studying computer science but I'm switching majors. Now I'm going to study mathematics. I want to graduate as soon as I can, while learning all I can. I feel like I might fail, so I'm gathering information on how to not fail. You can help me by answering some questions:
What would you have liked to know before starting studying mathematics about studying mathematics?
What undergraduate courses are generally considered the most difficult, or what were the most difficult for you? Now that you have graduated, what do you think you should have done to make them less difficult?
If I wanted to start studying mathematics right now, assuming I know basic calculus (differentiation, integration, series), where should I start?
Do you have any books that you value the most? Any that you think are the best in what they teach? Something like the best analysis book for undergraduates you've read.
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Bell Math2 v1.0 Requirements: Pocket PC, WM2003SE OverviewApplication DescriptionKey Features: * Come with the texts explaining all the basic math concepts. * Integrated with quiz to make learning fun * Ease to use and context-aware * Built-in with sophisticated AI to stimulate learning.
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a detailed and comprehensive introduction to the theory of plane algebraic curves, the authors examine this classical area of mathematics that both figured prominently in ancient Greek studies and remains a source of inspiration and a topic of research to this day. Arising from notes for a course given at the University of Bonn in Germany, "Plane Algebraic Curves" reflects the authors' concern for the student audience through its emphasis on motivation, development of imagination, and understanding of basic ideas. As classical objects, curves may be viewed from many angles. This text also provides a foundation for the comprehension and exploration of modern work on singularities. --- In the first chapter one finds many special curves with very attractive geometric presentations ? the wealth of illustrations is a distinctive characteristic of this book ? and an introduction to projective geometry (over the complex numbers). In the second chapter one finds a very simple proof of Bezout's theorem and a detailed discussion of cubics. The heart of this book ? and how else could it be with the first author ? is the chapter on the resolution of singularities (always over the complex numbers). ( ) Especially remarkable is the outlook to further work on the topics discussed, with numerous references to the literature. Many examples round off this successful representation of a classical and yet still very much alive subject. (Mathematical Reviews) less
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Course Description:
Relations and functions, equations and inequalities, complex numbers; polynomial, rational, exponential and logarithmic functions; systems of equations, and matrices. Prereq: MATH 102 with a grade of C or better or placement.
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10 Units 6000 Level Course
Available in 2013
Covers the necessary mathematical background to understand the key techniques in biostatistics. This course is offered in conjunction with the Biostatistics Collaboration of Australia (BCA).
Objectives
Upon completion of this course, students should be able to: 1. Demonstrate a broad understanding of the mathematics underlying key statistical methods 2. Demonstrate an understanding of basic algebra and analysis, and the ability to manually differentiate and integrate algebraic expressions, and perform Taylor series expansions 3. Understand the calculus basis of expectation and distribution theory 4. Perform matrix manipulations manually or by using software 5. Understand the numerical methods behind solutions of equations regularly encountered in methods in biostatistics
Content
This course covers core topics in algebra and analysis, including polynomial and simultaneous equations, graphs, the concept of limits, continuity and series approximations, including Taylor series expansions. Calculus will be introduced describing the techniques of integration and differentiation of vector expressions. This will be integrated into a study of probability, where the concepts of probability laws, random variables, expectation and distributions will be introduced. Essential topics in matrix algebra relevant to biostatistical methods will be presented. Finally, essential numerical methods, including the Newton-Raphson method for solution of simultaneous equations and concepts of numerical integration will be introduced.
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Project Based Learning Pathways - David Graser
A blog about real life projects suitable for college math courses such as algebra, finite math, and business calculus. Most of these applied math projects include handouts, videos, and other resources for students, as well as a project letter. Graser,
...more>>
Public Domain Materials - Mike Jones
A collection of public domain instructional and expository materials from a US-born math teacher who teaches in China. Microsoft Word and PDF downloads include a monthly circular consisting of short problems, "The Bow-and-Arrow Problem," and "Twinkle
...more>>
A Recursive Process - Dan Anderson
Anderson's blog, which dates back to June of 2010, has included posts such as "Robocode & Math," "Standards Based Grading," "Cake:Frosting (A look into a proper ratio of real math:cool tech)," "Paper Towels WCYDWT (What Can You Do With This?)," "TwoShelley Walsh
Syllabi and notes for math courses from arithmetic review to beginning calculus. Download MathHelp a tutorial program with problem sets for Mac or PC, or learn how to use MathHelp to create your own tutorials. Brief Mathematics Articles present concepts
...more>>
Sites with Problems Administered by Others - Math Forum
Problems of the week or month: a page of annotated links to weekly/monthly problem challenges and archives hosted at the Math Forum but administered by others, and to problems and archives elsewhere on the Web, color-coded for the level(s) of the problemsStella's Stunners - Rudd Crawford
More than 600 non-routine mathematics problems named in honor of the Dutch baroness Ecaterina Elizabeth van Heemsvloet tot Schattenberg. Each collection in the Stella Library contains five subsets, one for each course of Pre-Algebra, Algebra I, Geometry,
...more>>
studymaths.co.uk - Jonathan Hall
Free help on your maths questions. See also the bank of auto-scoring GCSE maths questions, games, and resources such as revision notes, interactive formulae, and glossary of terms.
...more>>
Success for All
Curriculum driven by co-operative learning that focuses on individual pupil accountability, common goals, and recognition of team success, all with the aim of getting learners "to engage in discussing and explaining their ideas, challenging and teachingaching Mathematics - Daniel Pearcy
Pearcy has used this blog, subtitled "Questions, Ideas and Reflections on the Teaching of Mathematics," as a "journal of ideas, lessons, resources and reflections." Posts, which date back to October, 2011, have included "New Sunflower Applet: Fibonacci
...more>>
ThinkQuest
An international contest designed to encourage students from different schools and different backgrounds to work together in teams toward creating valuable educational tools on the Internet while enhancing their ability to communicate and cooperate in
...more>>
Ti 84 Plus Calculator
Instructional videos include using the parametric function to construct a pentagram, hypothesis testing, sketching polynomial functions, finding critical points of a function, and using the TVM (Time Value of Money) Solver method. The site also offers
...more>>
TI-89 Calculus Calculator Programs
TI-89 calculator programs for sale. Enter your variables and see answers worked out step by step: a and b vectors, acceleration, area of parallelogram, component of a direction u, cos(a and b), cross product, curl, derivative, divergence of vector field,
...more>>
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Use vector algebra to evaluate projections, distance, areas and volumes.
Use Taylor polynomials to approximate functions.
Evaluate limits using Taylor expansion and l'Hospital's Rule.
Solve first or second order linear differential equation with constant coefficients.
Evaluate some definite integrals using antiderivatives.
Use the methods of integration to evaluate areas and volumes.
Determine whether or not an improper integral converges.
Determine whether a series converges or diverges
Derive some formulas and theorems.
Eligibility
SF1612 Basic course in Mathematics.
Literature
Persson&Böiers/Analys i en variabel.
LTH/Övningar i analys i en variabel.
Andersson Lennart m.fl. : Linjär algebra med geometri.
Examination
TEN1
- Examination,
9.0 credits,
grade scale:
A, B, C, D, E, FX, F
Requirements for final grade
The course aims are written with a direction to the grade 3 and will be examined through continuous examination and a written exam (TEN1; 9 university credits). It will be up to the coordinating teacher to decide the forms of the continuous examination.
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East Prospect AlgebraStudy skills are so important to our student that my mentor spends at least two classes presenting a variety of methods. I made a printable handout of study tips for the pre-clinical nursing students that can be used by students of all ages.
...Based on America's issues with mathematics (as detailed in the book "Stop Getting Ripped Off!" by Bob Sullivan), I am zealous about making sure that students have a strong foundation in math so that they are prepared for adulthood.I have taught Algebra 1 at both the middle school and high school ...
...Solve quadratic equations of a single variable over the set of complex numbers by factoring, completing the square, and using the quadratic formula.
d. Solve quadratic inequalities of a single variable.
e. Write a quadratic equation when given the solutions of the equation.
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3. What techniques did Roger use in the video to simplify relationships?.
4. Select examples of problems from the text used for one of the courses you tutor. For which problems are Roger's techniques applicable? How can you simplify other relationships?
5. Review your list of sample problems you made in the previous activity. In addition, list methods used to solve these problems. How can you help your students choose an appropriate procedure?
6. Review your list of sample problems. Point out which of the techniques for checking solutions shown in the video are the most appropriate for these problems. How can your students check their solutions on other problems?
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Problem-based learning. Without exception real world examples are used to introduce ideas and methods. Providing students with an easier means for understanding decision-making models and how to use them.
Comprehensive coverage.The Science of Decision Making: A Problem-Based Introduction Using Excel includes material that is traditionally excluded in most introduction to operations research courses, including models of probability that relate to decision-making.
Depth of understanding. A problem-based approach and Excel enable the student to develop problem-solving skills more effectively than with more traditional texts.
A CD-ROM is included in the text containing educational versions of the Excel Add-ins — Premium Solver, TreePlan, and RiskSim, useful "Add In" funcitions and appropriate data sets.
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An extensive math library for JavaScript and Node.js
Math.js is an extensive math library for JavaScript and Node.js. It features real and complex numbers, units, matrices, a large set of mathematical functions, and a flexible expression parser. Powerful and easy to use.
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PK107 - Mathematics in Review
Course Description: PK 107 Mathematics in Review: A developmental course for the student who needs review and further practice in the basic arithmetic operation needed in pre-algebra and algebra, including calculations involving whole numbers, fractions, and decimals. Elementary geometry and problem-solving techniques will also be covered. VA benefits might not be available for this course. 3:0:3 (From catalog 2012-2013)
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Overview
OVERVIEW
For ages mathematicians have made many invisible and unsung contributions
to advancements in science and technology. In recent years, they have
become more numerous and more visible in the U.S. workforce.
Academe continues to be the dominant employer of mathematics degree holders But more and more jobs require direct use of mathematics, and an
increasing number of job titles are reflecting this. More than ever,
mathematicians have an opportunity to make a lasting contribution to
society by helping to solve problems in such diverse fields as medicine,
management, economics, government, computer science, physics, psychology,
engineering, and social science.
Prospects for employment opportunities are very good. A bachelor's degree
in mathematics is excellent preparation for such diverse fields as
statistics, actuarial science, mathematics modeling and cryptography.
Demand for scientists, engineers and technicians is strong. Shortages of
qualified school teachers continue.
THE ROAD MAP
Mathematics is a field with surprising variety of specialties which have different "feels" to them. You probably won't like all of them equally, any more than most musicians feel the same about rock and classical music, or most English majors like all authors and periods equally. So if you come across a math course that isn't your favorite, but there are others that you really like, it just means that you are getting to know math better and your taste is becoming more refined.
The boundaries between some of the, areas are very fuzzy (for example, there are algebraic geometers and analytic number theorists). You should not take the sizes on this map too seriously--they have more to do with fitting in names than anything else.
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Bothell Algebra 2 assume a certain level of familiarity and comfort with working with basic Windows file management. I can help you learn how to create, initialize, and manipulate variables, and constants. I can help you learn how to create the various forms of IF statements, and pre-test and post-test loopsQuestions about similarities and differences in experiments and tables are usually asked on the test. The student might be asked to change one variable and show what happens to the other. The student might be asked if the experiment were to change what the suggested outcome would be
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Customer Reviews for TMW Media Group Algebra 2 Tutor: Slope Of A Line DVD
The Algebra 2 Tutor DVD Series teaches students the core topics of Algebra 2 and bridges the gap between Algebra 1 and Trigonometry, providing students with essential skills for understanding advanced mathematics.
This lesson teaches students the concept of the slope of a line. The slope of a line is defined in terms of the rise and the run of the points on the line and students are taught how to calculate this slope. In addition, students are taught how to read the slope directly from an equation of a line. Grades 8-12. 25 minutes on DVD.
Customer Reviews for Algebra 2 Tutor: Slope Of A Line DVD
This product has not yet been reviewed. Click here to continue to the product details page.
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INFORMATION ABOUT THE FIRST MID-TERM EXAM
The first midterm examination is on Wednesday, April 30, 2003, and
will carry a 20 percent weight. Here are some guidelines for it.
WHAT TO STUDY:
You are responsible only for the topics covered in class. Read Chapter
1, Sections 2.6 through 2.8, and Sections 3.1 through 3.7, and
3.11. There are
several sample questions in the text book. In Chapter 3 only, do the
practice problems and exercises (just theoretical questions. The ones
marked with a dagger have their answers in Appendix B. Check out the
links for old exams, homeworks, and their answers and print them ALL out.
Also, in the web page for the book check out the link
Sample Exams and Answers for more on Chapter 3.
WHAT TO BRING:
1) Pen(s) to write. If you use a pencil, you forfeit the right to
complain about the grading, unless you pick up the exam from the
TA's office and take care of grading complaints before leaving
his/her office. You need not bring paper or blue book because you
will be writing the answers on the paper itself.
2) A SINGLE 4 inch by 6 inch index card or paper on which you should
copy down all formulas and any other information you think you would
want to reference. Note that the index card should be handwritten
and not photo copied from the book. The idea is that, in the
process of deciding what to copy and actually copying, you would
have learned the material and wouldn't need to look at the card
except for messy formulas.
3) A calculator that does basic arithmetic functions. If you bring a
solar calculator, sit below a light.
TIME LIMITS:
You are not allowed to turn the cover page to look at the exam until
everyone has received the papers and I signal that you may start
writing. Also, you must stop writing when asked to. You will,
however, be given a two-minute warning so that you can wrap things up.
TEN POINTS WILL BE DEDUCTED FOR EACH MINUTE OF EXTRA TIME IT TAKES YOU
TO STOP WRITING.
If you need help with difficult material, feel free to ask for help.
Remember what I said, "One person can lead a horse to the water, but 20
cannot make him drink." There is no sense in going to the exam feeling
frustrated about materials you haven't understood. In this course you
will not be able to study the day before an exam and expect to do well.
You should be in constant touch with the material, the messages, and
all the assignments posted on the computer. We are here to help as
much as possible, but you should do your part. Doing the homeworks
will be of great help. Don't expect any sympathy from me if you don't
turn in homeworks.
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Have you checked out Algebrator? This is a great software and I have used it several times to help me with my solve permutation expressions online problems. It is very easy -you just need to enter the problem and it will give you a step by step solution that can help solve your homework. Try it out and see if it helps .
I didn't encounter that Algebrator program yet but I heard from my classmates that it really does help in answering math problems. Since then, I noticed that my peers don't really have a hard time solving some of the problems in class. It might really have been efficient in improving their solving skills in algebra. I am eager to use it someday because I believe it can be very effective and help me have a good mark in algebra.
Algebrator is a remarkable software and is certainly worth a try. You will also find quite a few interesting stuff there. I use it as reference software for my math problems and can swear that it has made learning math more fun .
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Becoming a Problem Solving Genius: A Handbook of Math Strategies
Book Description: Every math student needs a tool belt of problem solving strategies to call upon when solving word problems. In addition to many traditional strategies, this book includes new techniques such as Think 1, the 2-10 method, and others developed by math educator Ed Zaccaro. Each unit contains problems at five levels of difficulty to meet the needs of not only the average math student, but also the highly gifted. Answer key and detailed solutions are included. Grades 4-12
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Introduction to MathematicaSeth F. Oppenheimer The purpose of this handout is to familiarize you with Mathematica. The Mathematics and Statistics Department computer lab is on the fourth floor of Allen Hall and is open most afternoons and evenings.
(* Content-type: application/mathematica * Mathematica-Compatible Notebook This notebook can be used with any Mathematica-compatible application, such as Mathematica, MathReader or Publicon. The data for the notebook starts with the line containing s
(* Content-type: application/mathematica * CreatedBy='Mathematica 5.0' Mathematica-Compatible Notebook This notebook can be used with any Mathematica-compatible application, such as Mathematica, MathReader or Publicon. The data for the notebook start
Chapter 1Sections 1.1-1.9 Fluid Mechanics EM 3313Sec. 1.1-1.91What's the Point? Context Fluids have many characteristics that make them different from solids. That's why we are in this class. Motivation We are unfamiliar with many importa
Sections 2.1-2.11Fluid Mechanics EM 3313Sec. 2.1-2.111What's the Point? Context In the previous chapter, we learned that fluids at rest must have zero shear stress. We called the nonzero normal stress the hydrostatic pressure. Motivation
Sections 4.1-4.2Fluid Mechanics EM 3313Sec. 4.1-4.21What's the Point? Context Fluid kinematics is concerned purely with the motion of fluid without regard for the forces acting on the fluid. Motivation We need to understand these concepts
Sections 4.3-4.4Fluid Mechanics EM 3313Sec. 4.3-4.41What's the Point? Context We can relate system behavior (Lagrangian) to behavior of fluid in region of space (Eulerian) called control volume. Motivation We need to understand these conc
Hydrostatic Pressure in Compressible Fluids (Gases pg. 45-46)We know that in the case of a fluid at rest (or a fluid moving as a solid body at constant velocity) with gravity being the only body force (acting in the z direction), Newton's second la
ME 3533: Thermodynamics Assignment #1.1: General Introduction I. 1. Familiarization Tasks E-mail: this is the most convenient means for communicating essential/urgent information to the class. Check your e-mails daily. Test e-mail will be sent out on
ME 3533: ThermodynamicsAssignment #1.2: Applications and Basic Modeling Due date: Wednesday, January 16, 2008Review Exercises/Group Activities on Section 1.21.Choose a major area of thermodynamic application (such as Steam Power Plants, Gasoli
Thermodynamics(For Assignment #1.1) Energy Fun Facts This really is good for anyone in a Thermodynamics class. Refer to the following web page: http:/ Click on unit of measure link .For a
Domain Bacteria Prokaryotic Reproduction by cell division Lack membrane bound organelles Asexual reproduction N2 Bacteria Nitrogen fixing bacteria Can't be used directly, must be fixed into a form that is usable Rhizobium and other soil bacteria Prot
Plant Growth Principles of Biology II- GSU LeegePlant Growth: Overview Annual vs. biennial vs. perennial - annual blooms once a year, then dies -biennial blooms once after 2 years then dies, or blooms once, then again in 2 years, and dies -annual
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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.
Math 1300 Greatest Common Factor and Factoring by GroupingSection 4.1 Notes(Review) Factoring Definition: A factor is a number, variable, monomial, or polynomial which is multiplies by another number, variable, monomial, or polynomial to obtain a
M 1314lesson 2 Math 1314 Lesson 2 One-Sided Limits and Continuity One-Sided Limits1Sometimes we are only interested in the behavior of a function when we look from one side and not from the other. Example 1: Consider the function f ( x) =x x .
Math 1300Section 1.7 NotesSolving Linear Inequalities An inequality is similar to an equation except instead of an equal sign = you find one of the following signs: <, , >, or . Now > and < are strict inequalities, and and are inequalities that
Math 1310 Absolute Value EquationsSection 2.8 NotesNearly everyone can say that the absolute value of 3 is _. But I want you to start thinking of absolute value as a distance from zero. If I tell you to read out loud and draw the equation |x| = 3
Math 1300Section 1.3 NotesGCD (Greatest Common Divisor) 1) Write each of the given numbers as a product of prime factors. 2) The GCD of two or more numbers is the product of all prime factors common to every number. Examples: 1. Find the GCD of 2
M 13103.5 Maximum and Minimum Values1A quadratic function is a function which can be written in the form f ( x) = ax 2 + bx + c ( a 0 ). Its graph is a parabola.Every quadratic function f ( x) = ax 2 + bx + c can be written in standard form:
Test-Taking Information Math 1314 Spring 2009There will be four tests during the course of the semester and a mandatory, comprehensive final exam. Test 1 counts 8% of your semester grade and test s 2 4 each count 12% of your semester grade. The fi
Math 1310 1. Homework is due before class begins. a. True b. FalsePopper #012. I must bubble in _ on homework and popper scantrons or I will get a zero for that grade. a. Section number b. Assignment number c. Grading ID d. All of the above 3. If
Math 1313 Section 19280 1. Homework is due before class begins. a. True b. FalsePopper 01 Form A2. I must bubble in _ on popper scantrons or I will get a zero for that grade. a. Section number b. Assignment number c. Grading ID d. Form A e. All o
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1Math 1313Section 7.4 Section 7.4 Use of Counting Techniques in ProbabilitySome of the problems we will work will have very large sample spaces or involve multiple events. In these cases, we will need to use the counting techniques from the ch
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Second ExamProbability MATH 3338-10853 (Fall 2006) September 25, 2006This exam has 3 questions, for a total of 100 points. Please answer the questions in the spaces provided on the question sheets. If you run out of room for an answer, continue o
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Justification
It is difficult to overestimate the importance of graph theory in contemporary mathematics and its applications. Deep and elegant in itself, graph theory contains many wonderful ideas and results. Methods and ideas of graph theory are widely used in many other areas of mathematics. Graph theory has a tremendous number of applications. It would not be an exaggeration to say that graph theory is one of the most applicable areas of mathematics. It serves as a theoretical basis for a great variety of applied areas such as computer science, operations research, management science, electrical and mechanical engineering, chemistry, biology, etc. This course will be useful to the students who are planning to pursue doctoral studies in mathematics and its applications.
Objectives
This course will furnish the student with an excellent basis for study and research in a wide variety of mathematical areas. It will provide the student with skills which will be of use in mathematics and in various applications.
Syllabus
Historical remarks. Interrelations between graph theory and other areas of mathematics and some areas of science.
The main concepts of graph theory [review].
Trees. Spanning trees of a graph, and their algebraic and geometric interpretations.
Enumerating spanning trees of a graph (Matrix–tree theorem. Coding of spanning trees of a graph. The number of spanning trees of decomposable graphs).
Three credits. Three hours of lecture per week. Prerequisites: MATH 5CCC (Graph Theory).
Branch and bound strategy. Dynamic programming principle. Optimal paths in graphs. Optimal spanning trees in graphs. 2–coloring and odd cycles in a graph. Depth–first search in a graph and its applications. Properties of depth–first search tree. Graph decomposition algorithms. Graph assembling algorithms. Graph planarity algorithms. Euler problems. Hamiltonian problems. Some packing and covering problems for graphs. Metric problems on graphs. Set transformation algorithms. Search trees of different type. Various sorting algorithms. The main ideas of the NP–theory (the theory of problem complexity).
Justification
Many problems in mathematics and its applications are of a discrete nature. Usually the number of feasible solutions to such a problem increases very rapidly with its size and therefore, it is impossible to find a required solution by searching all alternatives, even with the fastest computers. Accordingly, it is imperative to seek efficient algorithms for solving discrete problems. This course will be very useful to the students studying mathematics and of particular interest to those students who are planning to pursue doctoral studies in discrete mathematics and its applications.
Objectives
This course will provide students with some of the main ideas, approaches and results that are useful in finding efficient algorithms. It will furnish the student with an excellent basis for study and research in a wide variety of mathematical areas and will provide him with skills which will be of use in mathematics and its applications.
Syllabus
Branch and bound strategy.
Dynamic programming principle.
Optimal paths in graphs (Shortest path in a graph or digraph with nonnegative or arbitrary edge-weights. k–shortest paths. Min-max paths).
Optimal trees in graphs (A spanning tree and a minimum spanning tree in a graph, and a minimum directed tree in a digraph. Min–max and dynamic min–max spanning trees. Steiner trees in graphs. Enumerating spanning trees of graphs. Description of all minimum spanning trees of a graph.).
2–coloring and odd cycles in a graph.
Depth–first search in a graph and its applications. Properties of depth–first search tree.
Euler problems (Finding an Euler trail and Euler cycle in a graph or digraph, Fleury's algorithm. Euler trail set with at most one odd trail. Labyrinth problem. De Bruijn sequences and graphs. The Chinese postman problem.)
Justification
Many problems in mathematics and its applications are of a discrete nature. Usually the number of feasible solutions to such a problem increases very rapidly with the its size and therefore, it is impossible to find a required solution by searching all alternatives, even with the fastest computers. Accordingly, it is imperative to seek efficient algorithms. Unfortunately for most problems, efficient algorithms are not known, and it is not even clear whether such algorithms exist. NP-theory provides an approach for classifying problems according to their complexity (i.e. the degree of their intractability to computers). The theory considers a very rich class of problems (the so called class NP containing most "real" problems. One of the main results of the theory is the fact that there exists a "most complicated" problem in this class. The theory provides a long list of "real" problems that are most complicated. Moreover, most of the problems arising in applications turn out to be "most complicated". In fact it is very difficult to find a nontrivial problem which can be solved efficiently. Actually the finding of such a "good" problem is a kind of discovery. Typically such results are based on intrinsic properties of the problem and contain deep and non–trivial mathematical ideas. Various "good" problems and main ideas and approaches providing efficient algorithms are discussed in the courses "Discrete Algorithms" and "Combinatorial Optimization I". The strategy for solving a problem depends on its complexity status. This course provides students with the main ideas, approaches and results concerning the classification of problems by their compexity. This course will be of particular interest to those students who are planning to pursue doctoral studies in discrete mathematics and theoretical computer science.
Objectives
This course will furnish the students with a deeper understanding of the main problems and difficulties we face in our attempts to use computers for solving "real" problems, and with the main mathematical ideas and results that help to clarify and sometimes to overcome such difficulties.
Syllabus
The Theory of NP-Completeness: Decision problems, languages, and encoding schemes. Deterministic Turing machines and the class P. Nondeterministic computation and the class NP. The relation between P and NP. Polynomial transformations and NP-completeness. The Cook–Levin theorem.
Review of elementary combinatorics. Outline of the main problems and approaches of enumerative combinatorics. Enumerating trees. Matrix–tree theorem. Coding of trees. Counting Euler cycles in a digraph. Counting and listing of nonisomorphic trees of different types. Generating function method in enumerative combinatorics. Enumerating graphs of different types. Pólya's counting theory of nonisomorphic objects. Enumerating nonisomorphic graphs of different types. Principle of inclusion and exclusion. Lattices, their Möbius functions and Möbius algebras. Asymptotic results in enumerative combinatorics.
Justification
Enumerative combinatorics is an important area of discrete mathematics that concerns the problems of counting and/or listing of objects of different types. It contains many interesting ideas and results that are useful not only in itself but also in various areas of mathematics (analysis, probability, queuing theory, random structures, etc.) and in many applications (physics, chemistry, computer science, network reliability, statistics, electrical circuits, etc.). On the other hand, enumerative combinatorics uses concepts, ideas and results from different areas of mathematics (analysis, group theory, theory of posets and lattices, etc.).
This course will be very useful to the students who are planning to pursue doctoral studies in mathematics and its applications.
Objectives
The goal of this course is to make students conversant with the main results and ideas of enumerative combinatorics and some important applications. The students will become familiar with various methods and approaches (analytical, algebraic, and combinatorial) that can be used to enumerate objects of different types. This course will provide the student with ideas and skills which will be of use not only in mathematics but in various applications. Students from other branches of science or engineering who have a good background in mathematics may well find this course to be extremely useful.
Syllabus
Outline of main problems and approaches of enumerative combinatorics (Counting and listing. Enumeration problem of different objects and their isomorphism classes.).
Enumerating trees. Matrix–tree theorem. An algorithm for finding formulas of the number of spanning trees of decomposable graphs. Coding of trees of a complete graph and its generalizations. Counting Euler cycles in digraphs. Counting and listing of nonisomorphic trees of different types.
Justification
Algebraic Combinatorics is an important part of discrete mathematics. It deals with algebraic structures whose symmetries are of special interest. Frequently, these structures have certain extremal properties that make them especially suitable for applications in computer and communication sciences. This course will be very useful to students who are planning to pursue doctoral studies in mathematics and its applications.
Objectives
The goal of this course is to make students conversant with the main results and ideas of algebraic combinatorics and some important applications. The students will become familiar with algebraic methods and approaches that can be used to study discrete structures as well as combinatorial methods that are helpful in obtaining and understanding a variety of algebraic results. The study of this area will equip the students to use both algebra and combinatorics in their research.
Justification
Optimization problems arise in various areas of mathematics as well as in applications (computer science, management science, operations research, physics, engineering, statistics, etc.). The main feature of combinatorial optimization problems is that feasible solutions are of a discrete nature, and therefore the classical methods of optimization based on "small" variations of a feasible solution cannot be applied. Typical examples are integer programming problems which are in general very difficult (NP-hard). Nevertheless efficient algorithms can be found for some natural combinatorial optimization problems. The main approaches, ideas and results along these lines will be discussed in this course. This course will be of particular interest to those students who are planning to pursue doctoral studies in Discrete Mathematics and Theoretical Computer Science.
Objectives
This course will furnish the students with the main approaches, ideas and results, that can be used to find efficient algorithms for solving some special combinatorial optimization problems or heuristic and/or approximation algorithms for certain combinatorial problem that arise in applications.
Syllabus
Elements of linear and integer programming. Branch and bound method and its application to combinatorial optimization problems.
Three credits. Three hours of lecture per week. Prerequisites: MATH 6150, MATH 8001.
Fundamental concepts and axioms of matroid theory. Duality in matroids and matroid operations. Vector representation of matroids. The matroid of a graph and graph planarity. Greedy algorithms on matroids. The union of matroids and its rank function. Efficient algorithms for some combinatorial optimization problems (packing, covering, intersection etc.) on matroids with applications to a variety of combinatorial objects (e.g. graphs, matrices, algebraic dependencies, transversals).
Justification
It is difficult to overestimate the importance of matroid theory in contemporary applied and theoretical mathematics. It provides a common basis for understanding and solving a variety of problems in a wide range of areas including graph theory, linear algebra, geometry, transversal theory, block design, combinatorial lattice theory and algebraic geometry. Matroid theory serves as a link between combinatorics and other mainstream areas of mathematics. It plays an extremely important role in combinatorial optimization where it can be used to find combinatorial structures for which the corresponding optimization problems can be solved in polynomial time. Moreover, it provides efficient procedures (described in rather general terms) for solving those problems and for designing the corresponding polynomial time algorithms. This course will be of particular interest to those students who are planning to pursue doctoral studies in either pure or applied mathematics.
This course will be of particular interest to those students who are planning to pursue doctoral studies in either pure or applied mathematics.
Objectives
This course will furnish the student with an excellent basis for study and research in a wide variety of areas in pure and applied mathematics. It will provide the student with skills which will be of use not only in theoretical mathematics but in applications as diverse as communications networks, reliability theory, computer science and optimization.
Three credits. Three hours of lecture per week.
Prerequisites: MATH 6150.
The basic concepts of linear and affine geometry. Convex sets and their support properties. Supporting hyperplanes. The theorems of Radon, Helly and Caratheodory. Convex polytopes and their faces. Polarity and duality in convex polytopes. Cell-complexes and Schlegel diagrams. Shelling the boundary complexes. The cubical complexes. The graph of a d-polytope and its properties. 3-polytopes and Steinitz' theorem. Affine and projective transformations. The fundamental theorem of projective geometry. Simplicial and simple polytopes. Euler's theorem and the Dehn-Sommerville equations. Lower bound and upper bound theorems for convex polytopes.
Justification
The theory of convex polytopes is of importance in many areas of mathematics, especially in discrete and modern applied mathematics. Convex polytopes provide the basis for convexity theory which is of great utility in analysis, geometry, optimization, and control theory. Special types of convex polytopes including transportation, knapsack and doubly stochastic polytopes have each become a subject of much fruitful research. An extremely important class of planar graphs, namely 3-connected one's are precisely three dimensional polytopes. Thus the area of convex polytopes, lies on on the border between main stream pure mathematics and modern applied mathematics. Accordingly, this course will be of use not only to Ph. D. students in discrete mathematics and theoretical computer science but also to students of analysis and applied mathematics.
Objectives
The main goal of the course will be to prepare students for research in discrete mathematics or other areas of mathematics where these fundamental ideas are important. Of course those students from other branch of science, or even engineering who have good background in mathematics may well find the course to be extremely useful.
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Plane Geometry - Student Text
This traditional text acquaints students with the fundamental tools of geometry in an interesting way. Students are impressed with the necessity of a formal proof before being plunged into demonstrative geometry. Many proofs are done for the students to train them in the thinking process. Students are taught to think naturally, logically. and systematically through a well-written text and through abundant exercises. Students enjoy the many "extras," which include the mathematical information on several famous buildings, biographies of great mathematicians, and geometry in the world around us
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calculus of differential forms has significant advantages over traditional methods as a tool for teaching electromagnetic (EM) field theory. First, films clarify the relationship between field intensity and flux density, by providing distinct...
"Appendix 6" documents selected instances for which some allegation exists that a state, at an official or quasi-official level, was responsible for an extraterritorial attempt (successful or otherwise) on the lives of citizens of other states
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Mathematics
The Departments of Mathematics at Glenbrook North and South High School have established the following policy regarding the use of calculators in the mathematics classroom.
All Glenbrook North Students for the Fall of 2012 will be required to have the TI-Nspire Calculator. Students may purchase either the TI-Nspire or the TI-Nspire CX.
When you receive the package, please save the back panel of the packaging and have your student bring it to his/her math teacher in the fall.
Calculator Types
All of our courses actively integrate graphing calculator technology with the traditional curriculum. The graphing calculator is required for all students enrolled in a mathematics course. Students should purchase a TI-Nspire graphing calculator from any outside retailer or the suggested vendor linked on this website. When new technology for the calculator is developed, students can download an upgrade from the Texas Instruments web page free of charge. TI Graph Links are available in the Mathematics Computer Labs at both high schools for this purpose.
Usage and Details
While the calculator is an invaluable tool for studying mathematics, there will be times when the instructor deems that a particular topic or skill is more appropriately investigated and assessed without the use of a calculator. In particular, while recognizing the inherent mathematical power of the computer algebra systems on the TI-92, the TI-89 and the Nspire CAS, the Departments reserve the right to disallow the use of the TI-92, TI-89, Nspire CAS or any similarly capable computing machine in some circumstances and on some quizzes, tests, or final exams.
During quizzes, tests or final exams, it is particularly important that each student have his or her own calculator. The student should be thoroughly familiar with the operation of the calculator he or she plans to use on a quiz, test or final exam. Calculators may not be shared during a quiz, test or final exam and communication between calculators is prohibited during quizzes, tests or final exams.
Some of the latest calculator technology provides students with the ability to import, store, and hide games. If a student is found playing games at an inappropriate time during class, we reserve the right to remove the inappropriate materials by clearing the memory of the calculator.
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Modeling:
Students will learn mathematics through modeling real-world situations.
Students will create mathematical models.
Students will make informed predictions and decisions based on their models.
Reasoning:
Students will expand their mathematical reasoning skills as they develop convincing mathematical arguments.
Students will regularly apply inductive and deductive reasoning techniques.
Students will develop conjectures based on experience and intuition.
Students will learn to test conjectures through proof, framing examples and statistical reasoning.
Students will explore the meaning and role of identities and verify them.
Student will judge the validity of mathematical arguments and draw appropriate conclusions.
Connecting with other disciplines:
Students will develop the view that mathematics is a growing discipline, interrelated with human culture, and understand its connections to other disciplines.
Students will encounter modern topics.
Students will research sources beyond textbooks to determine how mathematics provides a language for science, art, music, literature, economics, business and history.
Communicating:
Students will acquire the ability to read, write, listen to, and speak mathematics.
Students will use appropriate mathematical vocabulary and notation.
Students will read, listen to and understand mathematical presentations and arguments
Using Technology:
Students will use appropriate technology to enhance their mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of their results.
Technology will be used to enhance understanding of mathematical principles through concrete imagery and computation.
Technology will be used routinely to aid in the solution of realistic mathematical problems.
Developing Mathematical Power:
Students will engage rich experiences that encourage independent, nontrivial exploration in mathematics, develop and reinforce tenacity and confidence in their abilities to use mathematics, and inspire them to pursue the study of mathematics and related disciplines.
Students will develop self-confidence and persistence.
Students will encounter problems that do not have unique answers and provide experiences that develop the ability to conduct independent explorations.
Students will learn and be able to transfer problem-solving strategies.
Students will appreciate mathematics as a discipline.
Students will develop an awareness of careers in mathematics and related fields.
Number Sense:
Students will perform arithmetic operations, as well as reason and draw conclusions from numberical information.
Students will develop the ability to:.
perform arithmetic operations
estimate reliably
judge the reasonableness of numerical results
understand orders of magnitude
think proportionally
Topics include:
pattern recognition
data representation and interpretation
estimation
proportionality
comparison
Symbolism and Algebra:
Students will translate problem situations into their symbolic representations and use those representations to solve problems.
Students will develop the ability to:.
represent mathematical situations symbolically
use algebraic, graphical and numerical methods
Topics include:
derivation of formulas
translation of realistic problems into mathematical statements
solution of equations by graphical, numerical and algebraic methods
Geometry:
Students will develop a spatial and measurement sense.
Students will develop the ability to:.
visualize, compare and transform objects
draw one-, two- and three-dimensional objects and extend the concept to higher dimensions
determine area, perimeter and volume of plane and solid figures
Topics include:
comparison of geometric objects, including congruence and similarity
graphing
prediction from graphs
measurement
vectors
Function:
Students will demonstrate understanding of the concept of function by several means (verbally, numerically, graphically, and symbolically) and incorporate it as a central theme into their use of mathematics.
Students will develop the ability to:.
interpret functional relationships between two or more variables
formulate functional relationships when presented with data sets
transform functional information from one representation to another
Topics include:
generalizations about families of function s
use of functions to model realistic problems
behavior of functions
Discrete Mathematics:
Students will use discrete mathematical algorithms and develop combinatorical abilities in order to solve problems of finite character and enumerate sets without direct counting.
Students will develop the ability to apply non-continuous numerical models throughout the curriculum, not just in specialized courses such as discrete and finite math.
Topics include:
sequences & series
recursion
permutations & combinations
difference equations
linear programming
finite graphs
voting systems
matrices
Probability and Statistics:
Students will analyze data and use probability and statistical models to make inferences about real-world situations.
The basic concepts of probability and statisitcs should be integrated throughout the introductory college mathematics curriculum at an intuitive level.
Students will:
gather, organize, display and summarize data
draw conclusions or make predictions from data and assess the chances of the occurance of certain events
Topics include:
basic sampling techniques
tabulation techniques
creating and interpreting charts and graphs
data transformation
curve fitting
measures of center and dispersion
simulations
probability laws
sampling distributions
Deductive Proof:
Students will appreciate the deductive nature of mathematics as an identifying characteristic of the discipline, recognize the roles of definitions, axioms and theorems, and identify and construct valid deductive arguments.
Students will engage in activities that will lead them to form statements of conjecture, test them by seeking counterexamples and identify and construct arguments verifying or disproving the statements.
Teaching with Technology:
Mathematics faculty will model the use of appropriate technology in the teaching of mathematics so that students can benefit from the opportunities it presents as a medium of instruction.
Interactive and Collaborative Learning:
Mathematics faculty will foster interactive learning through student writing, reading, speaking, and collaborative activities so that students can learn to work effectively in groups and communicate about mathematics both orally and in writing.
Students will experience cooperative learning, oral and written reports, writing in journals, open-ended projects.
Alternative assessments will be used such as essay questions and portfolios.
Connecting with Other Experiences:
Mathematics faculty will actively involve students in meaningful mathematics problems that build upon their experiences, focus on broad mathematical themes, and build connections within branches of mathematics and between mathematics and other disciplines so that students will view mathematics as a connected whole relevant to their lives.
Multiple Approaches:
Mathematics faculty will model the use of multiple approaches (numerical, graphical, symbolic and verbal) to help students learn a variety of techniques for solving problems.
Experiencing Mathematics:
Mathematics faculty will provide learning activities, including projects and apprenticeship, that promote independent thinking and require sustained effort and time so that students will have the confidence to access and use needed mathematics and other technical information independently, to form conjectures from an array of specific examples, and to draw conclusions from general principles.
The NCTM standards website is extremely well-organized and an excellent summary is provided in its appendix.
While the NCTM standards are organized by grade levels (Pre-K to 12), these learning outcomes apply to all of our basic skills courses. Therefore it is worthwhile to look at the various grade-level outcomes under the various principles of the standards are summarized in the appendix and given in greater detail in other parts of the website. Check it out!
Below are the main categories of pedogogical analysis, undifferentiated by grade level, first as a matrix, then as a list with some details.
Problem Solving
Reasoning and Proof
Communication
Connections
Representation
Number and Operations
Algebra
Geometry
Measurement
Data Analysis & Probability
Number and Operations:
Understand numbers, ways of representing numbers, relationships among numbers and number systems.
Understand meanings of operations and how they relate to one another.
Compute fluently and make reasonable estimates.
Algebra:
Understand patterns, relations and functions.
Represent and analyze mathematical situations and structures using algebraic symbols.
Use mathematical models to represent and understand quantitative relationships.
QUANTITATIVE REASONING ACROSS THE CURRICULUM
Quantitative literacy is an institutional learning outcome that many colleges have adopted. The Math Department needs to have a discussion on this topic at some point. Should Mission College ever move in that direction, with or without the momentum coming from the Math Department, MAA has done a thorough job of outlining the issues, creating definitions and extending the NCTM standards. This is worth a look. You can find the outline and details of these standards here.
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Costa Mesa Precalculus...The derivative has many applications, including the ability to determine the velocity and accelerations of an object when the position of the object is known with respect to time. From differential calculus we proceed to integral calculus. It basically involves calculations in the opposite dire...
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Kamis, 10 September 2009
Calculus is a branch of mathematics focused on things like limits, functions, derivatives, integrals, and infinite series. Calculus is considered as the hardest part of mathematics, especially for college students. However, calculus is a basic subject that must be passed during early years in university. Calculus can also be used as a useful mathematics tools in the study of programming languages, and in solving complicated physics problems.
There are many ways to learn calculus easily. College students usually join a calculus class in a learning center, but if you do not have much time to attend such class, you may want to try online calculus help. Learning calculus can be done from the comfort of your home. You will be assisted learning calculus online by calculus tutor which is more efficient for you rather than coming to the learning center. If you have any doubt, you can try this online method first with a free calculus help.
But before you start learning calculus, you need to have a good foundational concepts in precalculus. And if you still need help in precalculus, you can also use the same online precalculus help. Just like the online calculus tutor, you will be provided with free precalculus help.
Well, this is another advantage of the online world since almost any services are now available online.
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courses in secondary or middle school math. This text focuses on all the complex aspects of teaching mathematics in today's classroom and the most current NCTM standards. It demonstrates how to creatively incorporate the standards into teaching along with inquiry-based instructional strateg...
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1. Introduction
Volume 3, Why Slopes and More Math.
A Calculus Preview
Slopes for the graphs of straight lines, that is, linear functions
y = mx+b are met in high school algebra or
trigonometry. Many problems involving the slopes of linear functions can
often be resolved by setting up and solving two linear equations in two
unknowns.
Slopes for the graphs of both linear and nonlinear curves y =
f(x) are met in late high school or early college calculus
courses along with rules for their calculation. In calculus, slopes are
called derivatives. Formulas for slopes are obtained or derived
from formulas for curves y = f(x).
A simple geometric interpretation of slopes follows. The graph of a
function y = f(x) gives a two-dimensional trail
through hills and valleys. A skier in crossing such two or three
dimensional hills is aware of the slope of the ground and how this slope
changes. The skier in question can tell when or where the uphill and
downhill sections are located from the slope of a ski. This represents
the first easily visualized physical or geometry interpretation of
slopes. Further examples will be given.
Rules for differentiation (slope calculation) give formulas for the
slopes of functions y = f(x). In the opposite
direction, formulas for functions y = f(x) may in
some instances be found by reversing the methods of slope calculation, a
process called anti-differentiation or integration. Finding a function
f(x) from a knowledge of its slope etc., leads to and
justifies common formulas for the perimeters, areas of regions in the
plane, the length of curves and the volumes, weights and masses of
solids.
Other Books
The following why slopes chapters complement what is usually
written in algebra and calculus texts about the calculation of slopes and
their geometrical or physical interpretation. Their aim is to explain in
a simple way why slope calculation (differentiation rules) and the
reversal of the slope calculation process (anti-differentiation rules)
are of interest. The rules for differentiation and anti-differentiation
are somewhat involved. But it is possible without them to grasp clearly
many of the ideas and motivations for slope-related computations.
Most of the material below may fit between the definition of slopes for
straight lines in a high school algebra or trig course and the
calculation of slopes for nonlinear functions in calculus courses. The
remaining material may be read in or along side a first or second course
on calculus or read before by gifted students (avid readers) still in
school.
Remark: The following texts or others will supply the missing
details.
Calculus with Analytic Geometry by D. G. Zill, PWS Publisher,
1985
Calculus of One and Several Variables, by S. L. Salas and E.
Hille (John Wiley & Sons 1971 and 1974, ISBN 0-471-00956-3).
The above books or others on calculus should be in a public
library or a school library. Just as two views are better than one, so
are two calculus books better than one. When the wording in one is
obscure or not readily understood, the slightly different description or
ordering of the same topics in the other may clarify matters. This advice
applies even to the pages of this book. A break from reading might also
have the same effect.
Remark: The formal or proper presentation of mathematics
requires no diagrams and no physical interpretation/reasoning. But
without diagrams and without geometric or physical interpretations in
examples, mathematical ideas can be without motivation. The following
pages put the motivation first
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looking for math course that correspond to fluid mechanics
looking for math course that correspond to fluid mechanics
I am goin to study fluids mechanic next year, and I want to prepare for it, so I found the cours that corresponds to it, it is translated to english nd linked below. anyway, I want to know or if somebody can lead me to math courses that it is related to fluid mechanics, coz I need to learn it first before studying that course... thank you in advance :)looking for math course that correspond to fluid mechanicsThank you cronanster
Quote by dipole
Why don't you ask the professor teaching the course or someone in the math department?
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Emphasizing proofs, fundamental mathematical concepts and techniques are investigated within the context of number theory and other topics. Credit not given for both MATH 052 and MATH 054. Co-requisite: MATH 021.
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