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Elementary Algebra is designed to provide students with the algebra background needed for further college-level mathematics courses. The unifying theme of this text is the development of the skills necessary for solving equations and ineq Discrete Math Its Applcs Reviewed by a reader Reviewed by a reader Algebra and Trigonometry Editorial review Written for a one- or two-semester course at the freshman/sophomore level, the text covers the principles of both college algebra and trigonometry. Trigonometry is first introduced with a right triangle approach, followed by circular func Matrix Theory With Applications (International Series in Pure and Applied Mathematics) Editorial review TLAB as a computational tool, with exercises for computer solution. Reviewed by Jaewoo, Choi, (Seoul, Korea) I'm a student in EE dep of Seoul natl univ in korea, and have taken a class using this book, named 'Engineering mathematics 3' which deals linear algebra. The author introduced a little bit practical topics, rather than purely mathematic
Description: The sequence Math 115-116-215 is the standard complete introduction to the concepts and methods of calculus. It is taken by the majority of students intending to major in mathematics, science, or engineering, as well as students headed for many other fields. The emphasis is on concepts and solving problems rather than theory and proof. Math 115 presents the concepts of calculus from four points of view: geometric, numerical, algebraic, and verbal. Students develop their reading, writing, and questioning skills. Topics include functions and graphs, derivatives and their applications to real-life problems in various fields, and an introduction to integration. Text: Calculus by Hughes-Hallett, Gleason, et al, 5th Edition Calculator: TI-84 Graphing Calculator or equivalent. If you have another model, you will be responsible for knowing how to operate the calculator on your own. No devices with a qwerty keyboard are allowed on exams. [Note: The above sections may be modified during the semester--particularly with respect to the actual sections covered on a particular exam. Also: all math exams are cumulative! ] Exam Dates: First Uniform Exam: Tuesday, October 13; 6 pm - 7:30 pm Second Uniform Exam: Tuesday, November 24 ; 6 pm - 7:30 pm Uniform Final Exam: Thursday, December 17; 10:30 am - 12:30 pm Uniform exam dates are absolutely firm. All students enrolled must plan to take exams at their scheduled times. Travel plans willnot be considered an excuse to take an examination on a different date. Please note now that the second exam is during Thanksgiving week. On all exams, standard graphing calculators are allowed. Problems will be written with the expectation that these calculators will be used. Devices with a qwerty keyboard are not allowed. Students are allowed both sides of one 3'' by 5'' card for each exam. Grading Policy: All sections of Math 115 use the same grading guidelines to standardize the evaluation process. The three uniform exams are worth 25%, 30%, and 40% of the "exam component" of each student's grade. The additional 5% of the exam component will be assigned to the web homework, beginning with Chapter 2. The final course grade will be primarily determined by the exam component grade for each student. However, for some students, the final course grade may be modified by the section component grade or the gateway exam. See the Student Guide for a complete explanation. NOTE: The inclusion of web homework as a part of the exam component grade is not reflected in the Student Guide. Other than that, the grading policy in the Student Guide is correct. You are responsible for reading and understanding the grading policy. Gateway Exams: There will be one gateway exam. The open dates for the gateway will be between the first and second uniform exams and will be announced later in the semester. The 115 gateway exam covers differentiation rules. Students will lose a whole letter grade (on their grade for the course) for failing to pass the gateway during the open period. Proctored gateways are administered in the gateway lab (B069 EH) and may be taken no more than twice per day. Students may practice the gateway from any computer at any time (and many times) during the open dates for the exam.
Math 130-03, Spring 2001 Information for the Third Test ----------------------------------------------------------------------------- The last in-class test in this course takes place in class on Friday, April 20. It covers Chapter 4, Sections 1,2, 4, and 5; Chapter 5, Section 1; and Labs first three labs 9, 10, and 11. Of course, you are also responsible for previous material, especially the derivative formulas that were covered on the previous test. Here are some of the terms and ideas that you should have mastered for this test: All the derivative formulas that you learned previously Inverse functions Inverse functions as "undo" operations Domain and range of an inverse function Finding an inverse function from a formula Finding an inverse function from a graph One-to-one function Horizontal line test Restricting the domain of a function to get an invertible function The derivative of an inverse function Exponential functions The number e Logarithmic functions Logarithmic functions are the inverse functions of exponential functions The natural logarithm, ln(x) Properties of exponential functions Properties of logarithmic functions Using inverse functions to solve equations Solving equations involving logs and exponentials Derivative formulas for logarithmic and exponential functions Using the chain rule with logarithmic and exponential functions Inverse trigonometric functions: arcsin, arccos, arctan, arcsec Derivatives of the inverse trigonometric functions Related rates Solving related rate word problems (This is a big one!) A function that is increasing or decreasing on an interval Relationship of the first derivative to increasing/decreasing A function that is concave up or concave down on an interval Relationship of the second derivative to concavity Relationship of the first derivative to concavity Inflection point Drawing graphs of functions, using derivatives, concavity, etc. Reading properties such as increasing/decreasing or concavity from a graph
Math Software (New Apps) Math programs are designed to calculate graphical, numerical and geometrical information. They are capable to solve any equation, it doesn't matter its complexity. They are perfect for engineers and math students.
Welcome: Twelve Basic Functions Description: In this Webquest, you will investigate one of the function families. You will explore how the function families are related to each other, and how they are used in practical applications. Grade Level: 9-12 Curriculum: Math Keywords: Functions, Function Families, Linear, Quadratic, Cubic, Exponential, Square Root, Trigonometric Author(s): Ellington Smoot
Short description This dictionary includes explanations of over 200 mathematical words and phrases. Other features include: multiplication tables; table of squares and cubes; frequently-used fractions, decimals and percentages; metric and imperial units; simple coordinate graphs; angle and circle rules.
Math books, math education Discuss about math education in the U.S or in whatever your country is. Let me start, my favorite math book is College Algebra by Murray R. Spiegel (from Schaum's outline series). It is the most complete book in terms of exercises and detailed solutions, I just love it. About math education, I heard there is (or was recently) a crisis in the US, and that Danica Mckellar's books were a response to it, to help it, and also to diminish the gender gap in math. Here's her first book
Intermediate Algebra Credits: 4Catalog #20804201 Intermediate Algebra studies the construction and resulting properties of the real number system. Students simplify and factor algebraic expressions using fundamental laws and order of operations, solve first and second degree equations and inequalities in one variable, solve exponential and logarithmic equations, graph first degree and second degree equations and inequalities in two variables, solve 2x2 and 3x3 systems of equations, simplify and solve equations involving rational expressions, and simplify and solve equations involving fractional exponents and radicals. Students are introduced to linear, quadratic, square root, absolute value, exponential, and logarithmic functions. The basic definitions of functions, relations, one-to-one functions, and inverses are discussed along with the algebra and composition of functions. Course Offerings last updated: 03:01:38 trouble
MAT 206 - Math for Elementary Education II This is the second course of a two-semester sequence which explores the mathematics content in grades K-6 from an advanced standpoint. Topics include: descriptive statistics; probability; algebra; geometry and measurement. This course is open to elementary education and early childhood students only.
The Learn Math Fast System is a math program designed to be read by older students from the beginning to the end in about one year. A younger student will quickly advance and have a solid foundation in math at a young age, but it will take longer than one year. All lessons, worksheets, tests, and answers are included in each book with the option of printing duplicate worksheets yourself. Watch the demo video in the drop down menu and read the explanation of what is in each volume. Then read through the testimonials and reviews on the "Testimonials" page. If you still have questions about the books, send us and email or call us during business hours (Pacific time).
Rent Textbook Buy Used Textbook Buy New Textbook Usually Ships in 3-5 Business Days $185.59 eTextbook We're Sorry Not Available More New and Used from Private Sellers Starting at $0Introductory Algebra prepares students for Intermediate Algebra by covering fundamental algebra concepts and key concepts needed for further study. Students of all backgrounds will be delighted to find a refreshing book that appeals to every learning style and reaches out to diverse demographics. Through down-to-earth explanations, patient skill-building, and exceptionally interesting and realistic applications, this worktext will empower students to learn and master algebra in the real world. Table of Contents Introductory Algebra Chapter R Prealgebra Review R.1 Fractions Building and Reducing R.2 Operations with Fractions and Mixed Numbers R.3 Decimals and Percents
Applied Mathematics THE FIELD Mathematics is one of the oldest human disciplines dating back to the earliest civilizations. Since its origins, it has proved to be an indispensable tool for understanding the world around us. Mathematics is the language of modern science and basic training in the discipline. It is essential for those who want to understand the important scientific developments of our time. CAREER OPPORTUNITIES Excellent career opportunities for bi-lingual and multi-lingual applied mathematics graduates exist. Even in areas where the application of mathematics may not be obvious, a mathematical education provides training in logical and analytical skills, which are invaluable in many industries. As well as the obvious careers in teaching and science, opportunities exist in insurance companies, industry and commerce, economics, genetics, meteorology and forestry.
Abstract Mathematical problem solving has been the subject of substantial and often controversial research for several decades. We use the term, problem solving, here in a broad sense to cover a range of activities that challenge and extend one's thinking. In this chapter, we initially present a sketch of past decades of research on mathematical problem solving and its impact on the mathematics curriculum. We then consider some of the factors that have limited previous research on problem solving. In the remainder of the chapter we address some ways in which we might advance the fields of problem-solving research and curriculum
Textbook Algebra I, McDougal Littell, 2007. Whatever ... Our normal routine will consist of 5-10 minute warm-ups, which will be on the board or overhead ... Chapter Tests will be worth approximately 100 points and will occur at the end of each ... Textbook The textbook we will use is Algebra 1 published by McDougal Littell. Every student may ... Summative Assessments (40%) Each chapter will include a chapter test. Students will not be ... Chapter 10 Quadratic Equations and Functions Students will be able to graph and solve quadratic equations while comparing ...
To quote the Terminator, I'm back! After being absent for a few months while our office moved from the central US to central Europe, we are planning to spend more time in the next few weeks getting ready for fall semester. In addition to adding videos and practice problems in all subjects as we come across them, our main focus will be to more fully develop the multi-variable calculus pages, mostly in the area of vector analysis. As usual, if you have a specific area that you would like us to work on, feel free to leave a comment here or go to 17calculus and leave a message in the help box in the lower right corner of the screen. You can also email us at the address found on the about page. Make sure not to waste your summer by studying too much or too little. Spend a lot time relaxing but also take a few hours (at least 10) every week to go over some of the material from your spring courses so that you don't lose that newly-learned material. Also, keep an eye on your schedule for fall. Summer is a great time to get a head-start on your fall classes. Here are a few ideas. - Get your textbooks early, now, if you haven't already. Scan through them and read carefully the first 2 or 3 chapters. - See if you can get a syllabus from a previous semester (preferably from the same teacher that you will have) to get an idea of where your instructor will start. Start reading and studying now. - Read books on how to be a better student. You probably didn't learn how to be a good student before college. It is something that needs to be developed and studied separately. You will find some books in the 17calculus bookstore. - Go back to your spring semester material to review difficult material that you struggled with. This is especially important if the material was a prerequisite for a class coming up this fall or later in your degree program. But most of all, relax. Your mind and body need to rest after the intensity of later year. Take care of yourself with proper rest, exercise and nutrition.
Each Monday you will be given a problem set which is due the following Monday. These will be graded on how clearly you explain your solution, not just the final answer. Try to write so that the average student in the class could easily follow what you are doing without having seen the problem before. I encourage you to work together on exercises and in_class activities; but the problem sets should represent your own work. You may discuss the problems with me but not anyone else. As per Viterbo's academic honesty policy, each Problem Set assignment must have the following written at the end and must have your signature. "I have read and understand the policies of Viterbo College regarding academic honesty. I assert this represents my own work and adheres to college policies." Your signature is saying that the statement is true so please be sure you understand the policies. If you are unsure about anything, please talk to me about it. To save yourself writing simply write "Pledged" followed by your signature instead of the entire statement on problem sets after the first one. V. Philosophy Some of you may have had mathematics courses that were based on the transmission, or absorption, view of teaching and learning. In this view, students passively "absorb" mathematical structures invented by others and recorded in texts or known by authoritative adults. Teaching consists of transmitting sets of established facts, skills, and concepts to students. I do not accept this view. I am a constructivist. Constructivists believe that knowledge is actively created or invented by the person, not passively received from the environment. No one true reality exists, only individual interpretations of the world. These interpretations are shaped by experience and social interactions. Thus, learning mathematics should be thought of as a process, of adapting to and organizing one's quantitative world, not discovering preexisting ideas imposed by others. Consequently, I have three goals when I teach. The first is to help you develop mathematical structures that are more complex, abstract, and powerful than the ones you currently possess so that you will be capable of solving a wide variety of meaningful problems. The second is to help you become autonomous and self-motivated in your mathematical activities. You will not "get" mathematics from me but from your own explorations, thinking, reflecting, and participation in discussions. As independent students you will see your responsibility is to make sense of, and communicate about, mathematics. Hopefully you will see mathematics as an open-ended, creative activity and not a rigid collection of recipes. And the last is to help you become a skeptical student who looks for evidence, example, counterexample and proof, not simply because school exercises demand it, but because of an internalized compulsion to know and to understand, Fraleigh, John, A First Course in Abstract Algebra, Addison-Wesley, 1989. Gallian, Joseph, Contemporary Abstract Algebra, D.C. Heath, 1990. Hungerford, Thomas, Abstract Algebra, Saunders, 1990. Solow, Daniel, How to Read and Do Proofs, John Wiley & Sons, 1990.. VII. AMERICANS WITH DISABILITIES ACT "If you are a person with a disability and require any auxiliary aids, services or other accommodations for this class, please see me and Wayne Wojciechowski, The Americans With Disabilities Act Coordinator (MC 320_796- 3085) within ten days to discuss your accommodation needs."
Precalculus Mathematics for Calculus - With CD - 5th edition substantial graphing calculator materials that help stu...show moredents develop insight into mathematical ideas. The authors' attention to detail and clarity, as in James Stewart's market-leading Calculus text, is what makes this text the market leader. ...show less Overview. Angle Measure. Trigonometry of Right Triangles. Discovery Project: Similarity. Trigonometric Functions of Angles. The Law of Sines. The Law of Cosines. Review. Test. Focus on Modeling:Surveying. Hardcover Fair 0534492770125.50 +$3.99 s/h LikeNew DINOSBOOKS Bellevue, WA Fine Book is in used like new condition. Hardcover. Fifth Edition. Includes OPEN CD AND ONLINE ACCESS CARD. Packed carefully and shipped promptly. $145.00 +$3.99 s/h New bluehouse acton, MA Brand new. $200.44 +$3.99 s/h VeryGood AlphaBookWorks Alpharetta, GA 0534492770
good tutorial that many operations such as aplicad revolution, surfaces, sweep court and if I equeivoco rounding lso good tutorials apply a analizis of what is done in every part so the reader or learner understands in a way eficas
Pittsview AlgebraTherefore math course that covers basic materials such as inequalities, absolute value, and so forth.
Course Accelerated GPS Pre-Calculus Major Topics Covered This is the third in a sequence of mathematics courses designed primarily to prepare students to take AB or BC Advanced Placement Calculus course. It includes general trigonometry and its functions; exponential, logarithmic, and higher degree polynomial functions as well as rational functions; parametric and polar curves and functions; sequences and series and applications from statistics. Instruction and assessment will include the appropriate use of manipulative and technology. Topics will be represented in multiple ways, such as concrete/pictorial, verbal/written, numeric/data-based, graphical, and symbolic methods. Concepts will be introduced and used, where appropriate, in the context of real life applications, projects and experiments.
Question 4379 The Codes for Math Differ depending on what school you go to, the course should have a course desciption, if not you need to ask a guidance person or a math teacher at the school, Math 111 does not "mean" anything in the world of mathematics in general
Beginner's Guide to Discrete Mathematics 9780817642693 ISBN: 0817642692 Publisher: Springer Verlag Summary: This introduction to discrete mathematics is aimed primarily at undergraduates in mathematics and computer science at the freshmen and sophomore levels. The text has a distinctly applied orientation and begins with a survey of number systems and elementary set theory. Included are discussions of scientific notation and the representation of numbers in computers. Lists are presented as an example of data structures. A...n introduction to counting includes the Binomial Theorem and mathematical induction, which serves as a starting point for a brief study of recursion. The basics of probability theory are then covered.Graph study is discussed, including Euler and Hamilton cycles and trees. This is a vehicle for some easy proofs, as well as serving as another example of a data structure. Matrices and vectors are then defined. The book concludes with an introduction to cryptography, including the RSA cryptosystem, together with the necessary elementary number theory, e.g., Euclidean algorithm, Fermat's Little Theorem.Good examples occur throughout. At the end of every section there are two problem sets of equal difficulty. However, solutions are only given to the first set. References and index conclude the work.A math course at the college level is required to handle this text. College algebra would be the most helpful
Advanced Placement Program* Summer Institute AP* Calculus AB, July 22-25, 2013 Lead Consultant: Candace Smalley What to Bring A graphing calculator Experienced teachers should bring an AP* level activity to share with participants Course Description This session is specifically designed to help interested teachers build a successful AP* Calculus AB course. The week will include an analysis of the current curriculum, including an examination and discussion of various teaching strategies that reflect the current philosophy and goals of the course. Included will be an overview of the AP* program; suggestions for pacing and sequencing of concepts; a study of numerous AP* level problems; activities with graphing calculators (including CAS systems); a review of the AP* Exam including format, scoring standards and student responses; a discussion of the grading process from the perspective of an AP* Table Leader; and an overview of available resources and materials for AP* teachers. About Candace Smalley Candace Smalley currently teaches mathematics at Trinity Valley School in Fort Worth, TX after retiring from her teaching position in Oklahoma where she taught for twenty-two years. In Oklahoma, she taught the AP* Calculus AB course since 1995 and the AP* Calculus BC course since its inception in the district in 2000. At Trinity Valley School she currently teaches Calculus, AP* Calculus AB and an Advanced Calculus/AP* Calculus BC class. Candace has served as a College Board Consultant since 1998 and is a table leader for the AP* Calculus exams. She has served on the College Board's Southwest Region Advisory Council and the Southwest Region Conference Planning Committee. She has been a presenter at many AP* Conferences including a recent workshop in Hong Kong, and lead instructor at numerous AP* summer institutes. Candace is a recipient of the College Board's Advanced Placement Special Recognition Award and also received recognition for her work with the AP* program as a Siemens Award for Advanced Placement winner. 2012 Participant Testimonials "Wonderful workshop. Very informative. Great presenter." "This course is excellent. The teacher did an outstanding job conducting this course. She did a great job integrating all the materials and using different resources." "I especially loved learning how she teaches students and what she uses as her hooks!!" * Advanced Placement Program and AP are registered trademarks of the College Board and have been used with permission.
In this area we build the foundation of Algebra as we study the topic of Pre-Algebra. In this online math course, we will learn in detail about negative and positive numbers, exponents, order of operation, basic equations, and much more! Section 1: Real Numbers and their Graphs Section 2: The Number Line In this section, the concept of the number line is introduced and explained in detail. The concept of a negative number is illustrated by examples from everyday life and their relationship to positive numbers is shown on the number line. The student practices using the number line through numerous examples in this section, including basic addition and subtraction of integers. . . . View the lesson Section 3: Greater Than, Less Than, Equal To In this section, the student learns how to properly use the greater than, less than, and equal to symbols in Pre-Algebra. Numerous problems illustrate how to compare positive or negative numbers with these symbols. The number line is used as a graphical reference to reinforce the concept. . . . View the lesson Section 4: Adding Integers In this section, the student learns how to add two integers together and get the correct answer every time. Numerous examples of adding positive and negative numbers together are presented and by the end of the lesson the student will have memorized the simple rules for integer addition. The number line is also used to reinforce the concept. . . . View the lesson Section 5: Subtracting Integers In this section, the student learns how to subtract two integers from one another and get the correct answer every time. Numerous examples of subtracting positive and negative numbers together are presented and by the end of the lesson the student will have memorized the simple rules for integer subtraction. The number line is also used to reinforce the concept. . . . View the lesson Section 6: Multiplying Integers In this section, the student learns how to multiply two or more integers together. We begin the section by explaining the rules of integer multiplication. Next, we work numerous problems which give the student extra practice in multiplying negative and positive numbers together. . . . View the lesson Section 7: Dividing Integers In this section, the student learns how to divide integers. We begin the section by explaining the rules of integer division. Next, we work numerous problems which give the student extra practice in dividing negative and positive numbers together. . . . View the lesson Section 8: Powers and Exponents In this section, the student learns about the concept of an exponent and how it relates to pre-algebra. Numerous examples are provided to solidify this concept prior to moving on the the multiplication and division rule of terms that have exponents with the same base. . . . View the lesson Section 9: Order of Operations In this section, the student learns about the concept of the order of operations in pre-algebra. This deals with understanding what order the student should perform calculations in an algebraic expression. . . . View the lesson Section 10: Factors and Multiples In this section, the student learns how to calculate the factors of a number and the multiples of a number. These concepts will be central when we move into algebraic expressions later in this course. . . . View the lesson Section 17: Adding Fractions In this section, the student will learn how to add fractions. We learn how to add regular fractions along with improper and mixed fractions and we learn to simplify the result. . . . View the lesson Section 18: Subtracting Fractions In this section, the student will learn how to subtract fractions. We learn how to subtract regular fractions along with improper and mixed fractions and we learn to simplify the result. . . . View the lesson Section 19: Multiplying Fractions In this section, the student will learn how to multiply fractions. We learn how to multiply regular fractions along with improper and mixed fractions and we learn to simplify the result. . . . View the lesson Section 20: Dividing Fractions In this section, the student will learn how to divide fractions. We learn how to divide regular fractions along with improper and mixed fractions and we learn to simplify the result. . . . View the lesson
Hi guys! Are there any online resources to learn about the basics of square root of 65 (radical form)? I didn't really get the chance to cover the entire content as yet. This is probably why I encounter problems while solving equations. Algebra Buster is a real treasure that can help you with Algebra 2. Since I was imperfect in Algebra 2, one of my class instructors recommended me to try the Algebra Buster and based on his advice, I looked for it online, purchased it and began using it. It was just extra ordinary. If you sincerely follow each and every example offered there on College Algebra, you would surely master the fundamentals of linear inequalities and dividing fractions within hours. Algebra Buster truly is a masterpiece for us math students. As already said in the post above, not only does it solve questions but it also explains all the intermediary steps involved in reaching that final solution. That way you don't just get to know the final answer but also learn how to go about solving questions right from the first step till the last, and it helps a lot in preparing for exams. Algebra Buster is a very user friendly software and is certainly worth a try. You will also find many exciting stuff there. I use it as reference software for my math problems and can say that it has made learning math more enjoyable.
Questions About This Book? The Used copy of this book is not guaranteed to inclue any supplemental materials. Typically, only the book itself is included. Related Products College Algebra College Algebra College Algebra College Algebra College Algebra College Algebra plus NEW MyMathLab -- Access Card Package MathXL Tutorials on CD for College Algebra Student Solutions Manual for College Algebra Videos on DVD for College Algebra Summary This book presents the traditional content of Precalculus in a manner that answers the age-old question of "When will I ever use this?" Highlighting truly relevant applications, this book presents the material in an easy to teach from/easy to learn from approach.KEY TOPICS Chapter topics include equations, inequalities, and mathematical models; functions and graphs; polynomial and rational functions; exponential and logarithmic functions; systems of equations and inequalities; matrices and determinants; conic sections; and sequences, induction, and probability. For engineers of every kind, manufacturing personnel, technologists, technicians, and technical marketing professionals.
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DJVUThis is a standard two-semester text for a first course in numerical analysis at the advanced undergraduate level, offering unique coverage of numerical approximation/interpolation, graphics, and parallel computing. A portion of the programs are written in Turbo Pascal. The remainder are pseudocode or generalized algorithms. Because other texts use FORTRAN or just pseudocode, the Turbo Pascal flavor of the Buchanan/Turner text sets it apart and makes it particularly appropriate for the typical undergraduate with Pascal programming skills and access to a personal computer. ... NumericalMethodsnbsp; The book continues to maintain a student-friendly approach and numerical problem solving orientation. Numerical continuation methods have provided important contributions toward the numerical solution of nonlinear systems of equations for many years. The methods may be used not only to compute solutions, which might otherwise be hard to obtain, but also to gain insight into qualitative properties of the solutions. Introduction to Numerical Continuation Methods, originally published in 1979, was the first book to provide easy access to the numerical aspects of predictor corrector continuation and piecewise linear continuation methods. Not only do these seemingly distinct methods share many common features and general principles, they can be numerically implemented in similar ways. Introduction to Numerical Continuation Methods also features the piecewise linear approximation of implicitly defined surfaces, the algorithms of which are frequently used in computer graphics, mesh generation, and the evaluation of surface integrals. ... This Book Description This new book from the authors of the classic book NumericalMethods addresses the increasingly important role of numericalmethods in science and engineering. More cohesive and comprehensive than any other modern textbook in the field, it combines traditional and well-developed topics with other material that is rarely found in numerical analysis texts, such as interval arithmetic, elementary functions, operator series, convergence acceleration, and continued fractions. The various chapters within this volume include a wide variety of applications that extend far beyond this limited perception. As part of the Reliable Lab Solutions series, Essential Numerical Computer Methods brings together chapters from volumes 210, 240, 321, 383, 384, 454, and 467 of Methods in Enzymology. These chapters provide a general progression from basic numericalmethods to more specific biochemical and biomedical applications. NumericalMethods in Engineering with Python is a text for engineering students and a reference for practicing engineers. The numerous examples and applications were chosen for their relevance to real world problems, and where numerical solutions are most efficient. ... This introduction to numerical analysis shows how the mathematics of calculus and linear algebra are implemented in computer algorithms. It develops a deep understanding of why numericalmethods work and exactly what their limitations are. Steven Chapra's second edition, Applied NumericalMethods with MATLAB for Engineers and Scientists, is written for engineers and scientists who want to learn numerical problem solving. This text focuses on problem-solving (applications) rather than theory, using MATLAB, and is intended for NumericalMethods users; hence theory is included only to inform key concepts. The second edition feature new material such as Numerical Differentiation and ODE's: Boundary-Value Problems. For those who require a more theoretical approach, see Chapra's best-selling NumericalMethods for Engineers, 5/e (2006), also by McGraw-Hill. ... NumericalMethods in Engineering with Python, 2nd Edition is intended for engineering students and as a reference for practicing engineers interested in exploring Python. This new edition features 18 more exercises, more robust computer codes, and the addition of rational function interpolation, Ridder's method, and the downhill simplex method. The contributions in this volume emphasize analysis of experimental data and analytical biochemistry, with examples taken from biochemistry. They serve to inform biomedical researchers of the modern data analysis methods that have developed concomitantly with computer hardware. ... NumericalMethods in Engineering with MATLAB® is a text for engineering students and a reference for practicing engineers, especially those who wish to explore the power and efficiency of MATLAB®. Examples and applications were chosen for their relevance to real world problems, and where numerical solutions are most efficient. Numericalmethods are discussed thoroughly and illustrated with problems involving both hand computation and programming. MATLAB® mfiles accompany each method and are available on the book web site. This code is made simple and easy to understand by avoiding complex bookkeeping schemes, while maintaining the essential features of the method.
Mathematics The number one book in the field, Basic Mathematics covers addition, subtraction, fractions, decimals, percent, and prepares readers for a first ...Show synopsisThe number one book in the field, Basic Mathematics covers addition, subtraction, fractions, decimals, percent, and prepares readers for a first course in algebra
Beginning and Intermediate Algebra, 5th Edition Description all the tools they need to achieve success. With this revision, the Lial team has further refined the presentation and exercises throughout the text. They offer several exciting new resources for students that will provide extra help when needed, regardless of the learning environment (classroom, lab, hybrid, online, etc)–new study skills activities in the text, an expanded video program available in MyMathLab and on the Video Resources on DVD, and more! Table of Contents Chapter 1 The Real Number System 1.1 Fractions Study Skills: Reading Your Math Textbook 1.2 Exponents, Order of Operations, and Inequality Study Skills: Taking Lecture Notes 1.3 Variables, Expressions, and Equations 1.4 Real Numbers and the Number Line Study Skills: Tackling Your Homework 1.5 Adding and Subtracting Real Numbers Study Skills: Using Study Cards 1.6 Multiplying and Dividing Real Numbers Summary Exercises on Operations with Real Numbers 1.7 Properties of Real Numbers 1.8 Simplifying Expressions Study Skills: Reviewing a Chapter Chapter 2 Linear Equations and Inequalities in One Variable 2.1 The Addition Property of Equality 2.2 The Multiplication Property of Equality 2.3 More on Solving Linear Equations Summary Exercises on Solving Linear Equations Study Skills: Using Study Cards Revisited 2.4 An Introduction to Applications of Linear Equations 2.5 Formulas and Applications from Geometry 2.6 Ratio, Proportion, and Percent 2.7 Further Applications of Linear Equations 2.8 Solving Linear Inequalities Study Skills: Taking Math Tests Chapter 3 Linear Equations in Two Variables 3.1 Linear Equations in Two Variables: The Rectangular Coordinate System
Initially, the CALM Project built a computerised tutorial system to enhance the teaching of calculus to students of the Heriot-Watt University. CALM started in 1985 following funding from the Computers in Teaching Initiative (CTI). The award from CTI provided both the computing expertise to produce the CALM courseware and a laboratory of 32 networked Research Machines microcomputers for student use. The first CALM Project was completed on time by October 1988. CALM courseware is the result of strong teamwork and dedicated teaching. It has already exceeded our expectation in its impact. There is an enthusiastic response to it by each new group of students. Lessons learnt over the last decade have been built into the courseware wherever possible. We are still listening to what the students tell us from their experiences and we continue to develop courseware which aims to help students learn more effectively and more efficiently. Calculus is an ideal medium to bring applications of mathematics to life. The 22 units of CALM courseware produced cover the syllabus of a typical course on calculus with differentiation, integration, an introduction to numerical methods and elements of ordinary differential equations. Each unit includes the topics first encountered in approximately two lectures of the course. Mathematical modelling and the development of mathematics in Engineering and Applied Physics is an important feature of CALM. For example: State the Rate invites the students to work through a problem involving the filling of a cup from a coffee dispenser encouraging design considerations; Fireman is a model of the trajectory of water from a hose which properly directed puts out a fire; and Escape from Colditz asks the students to work with calculus and numerical methods to solve an optimisation problem. From the outset our teaching strategy for each unit has been constructed around: Test sections, to enable students to assess their own strengths and weaknesses and to allow the teacher to monitor individual progress. The units are designed to allow the students complete control over their route through the tutorial. The course for which these units are part, is mainly assessed in a conventional way. The test section of each unit can be taken at any one of three levels to cater for a spectrum of ability. The design of the multi-level test was guided by specific requests from the students themselves. The test offers different types of help at each level. Students can start a topic at the easiest level and progress to the hardest level as they gain in confidence. They are free to use the CALM tutorials in whatever way they choose. The students' marks and test answers are recorded so that the teacher can monitor their progress. Students who are working well are sent encouraging messages. Those who are in difficulty are detected early in the year and given extra attention. By viewing the recorded answers, the teacher is able to identify the source of a student's problem and send an appropriate message. We have worked as a team throughout with regular meetings a central feature. We have presented our results and demonstrated our courseware at national and international meetings (a list is provided elsewhere in these screens). In the course of the project, software tools like evaluation routines, test-making libraries and mathematical display procedures were produced. These have been packaged together and used by other developers of CAL courseware in the University and beyond. The details of these tools are described in our book "Software Tools for Computer Aided Learning in Mathematics" published in April 1991. In 1986/7 and 1987/8 we compared the examination results of a pilot group with those of another group taking the same final examination, in categories of similar school qualification. On average, students in the computerised tutorial system performed 15% better in the common examination. It is estimated that the introduction of CALM has reduced student failure rates by 5% per annum. Printed instructions and advice gathered from previous CALM users are given out to all new students. Their comments include: "Great idea --- you can come and learn when you want." "Learning via the computer is less embarrassing." "It is as if there is a tutor in front of you all the time." "The tests make you work harder." "The software is always under your control." "I look forward to the CALM tutorials." Information from students has been collected through questionnaires, interviews, structured recall and informal contacts. We assessed the advantages of the CALM courseware in two ways: through feedback from the students and their observations on the quality of learning that CALM provides; and "The program is oriented towards multi-pupil use in a school environment and for this reason may prove very useful as year-round practice, with the teacher being able to monitor each student's progress." Educate Online Review "This is a very useful tool for preparing for examinations. It is well worth considering for installation on single machines or more widely across a network." "The interface is well suited to examination preparation activity." BECTA CD-ROM Review "The InputTool represents a considerable advance in providing a flexible and accessible user interface for supporting correct mathematical notation." "Students who are prepared to spend time and effort with this professionally produced piece of software would enhance their revision programme and the content. CTI Mathematics Note: This document is in Adobe PDF Format and may have to be downloaded before viewing. "The package is well designed, easy to use and can be configured to the needs of individual students, with all the topics in core advanced mathematics covered." "The Computer Aided Learning in Mathematics team at Heriot-Watt University, who developed this program, have clearly used their expertise to good effect." The Times Educational Supplement, December 19th 1997 "The software was extremely engaging to use and very satisfying. Much better than ploughing through past papers with no idea as you do them whether you are on the right track or not." "This was considered to be good exam practice, easy to use and with lots of questions. Its other advantage is that it teaches layout and how much you need to write down in exams. It was possibly better than a set of past papers because of the instant feedback" Mathematics Multimedia Courseware Review
Other Courses Home Schooling Pure Maths A level – The Course The Pure MathsThe AS Level has ten tutor-marked assignments (known as TMAs). The A2 has a further ten TMAs. Key Topics Covered AS Level MPC1: algebra, trigonometry, integration, etc MPC2: exponentials, logarithms, etc MFP1: complex numbers, linear equations, A2 Level MPC3: algebraic functions, coordinate geometry etc. MPC4: vectors, further coordinate geometry, etc MFP2: hyperbolic functions, matrices, etc The Syllabus This course prepares candidates for the AQA Mathematics AS level syllabus 5366, for examination in 2013 and later years. Most candidates will then study the A2 syllabus 6366. The full Advanced Level qualification comprises AS and A2. We have chosen this syllabus as it is the most suited for home schooling. Assessment is by three written papers for the AS Level and three written papers for the A2 level.
Elementary Statistics, 10th edition Author: , Date: 13 Mar 2012, Views: , D--bury P--ss \| ISBN: 0495383864 \| 2007 \| 976 pages \| PDF \| 12,9 MB Succeed in statistics with ELEMENTARY STATISTICS! Including relevant examples, exercises, and applications, this textbook gives you the tools you need to get a good grade in your statistics course. Struggling with a specific concept? Log onto Personal Tutor with SMARTHINKING to get live, one-on-one online tutoring from a statistician who has a copy of the textbook. Video Skillbuilders and StatisticsNow (an online learning tool built around your individual progress that gives you a simple pre-test, and then focuses your learning experience on your studying needs) provide additional online support. Learning to use MINITAB, Excel, and the TI-83/84 graphing calculator is made easy with instructions included in relevant sections throughout the text
Phoenix College Custom Training & Education Introduction to Algebra Develop a rich understanding of the rudiments of algebra in a relaxed and supportive learning environment. This course will help you understand some of the most important algebraic concepts, including orders of operation, units of measurement, scientific notation, algebraic equations, inequalities with one variable, and applications of rational numbers. An emphasis on practical applications for your newfound skills will help you learn to reason in a real-world context. As a result, you will acquire a wide variety of basic skills that will help you find solutions to almost any problem. This unique and thought-provoking course integrates algebra with many other areas of study, including history, biology, geography, business, government, and more. By the time you finish this course, you will understand how algebra is relevant to almost every aspect of your daily
Polynomial Equations Polynomial is one of the most important term used in mathematical world which plays an important role in almost every type of mathematical equations or statements. Terminologies or concepts used in Polynomial equations are are monomial, binomial and trinomials. Algebraic equation with all variables having whole... More Polynomial Equations Polynomial is one of the most important term used in mathematical world which plays an important role in almost every type of mathematical equations or statements. Terminologies or concepts used in Polynomial equations are are monomial, binomial and trinomials. Algebraic equation with all variables having whole number, exponents or powers are called polynomials. Monomials are the Algebraic expression consist of single term and those algebraic expression comes equipped with two terms are known as Binomial Whereas the expressions with more than two terms or having three terms are known as Trinomials. Lets talk about Polynomial functions used in mathematics. Polynomial function includes various things like terms, factors, variables, and constants. Let us talk about all the above terminologies in detail which are required to form a polynomial function. Terms can be explained as when numbers are implemented with addition or subtraction are known as terms. Terms Less 8th Grade Math 8th grade math help provides students with all the support required with solving problems. Grade 8 Math help has this representative list of topics covered in our help list - however all programs will be customized for the individual student. 8th grade math work involves the process of solving 8th grade math homework... More 8th Grade Math 8th grade math help provides students with all the support required with solving problems. Grade 8 Math help has this representative list of topics covered in our help list - however all programs will be customized for the individual student. 8th grade math work involves the process of solving 8th grade math homework problems with detailed solutions. It consists of homework problems in the following topics: * Integers * Perimeter * Area * Algebraic expression * Equations * Fractions * Decimals Standard Math Curriculum - 8th Math Grade The students can follow the following Standard math curriculum for 8th grade math. The curriculum covers all the branches of mathematics with a brief mention of the topics covered under them. Learn More about 6th Grade Math Less Online Probability Solvers Online Probability Solvers Probability of any event deals with possible outcomes of it with other events or in other words we can describe probability as the numerical value on a linear scale of 0 to 1, for chances of occurrence of any event among the total events.... More Online Probability Solvers Probability of any event deals with possible outcomes of it with other events or in other words we can describe probability as the numerical value on a linear scale of 0 to 1, for chances of occurrence of any event among the total events. The Probability of any event A amongst all the other is represented as: P(A) = (possible outcomes of event A)/ ( total number of events). While calculating the probability of any event probability function and its variant is required to understand first. When a function which is already in normalized form distributes the probability density to each and every possible outcome then that function is known as probability density function which is also known as probability distribution function and when probability s collective value or sum of distinct probability is done then that particular function is known as cumulative distribution function. Lets us now talk about one additional Less Solve Math Problems To solve Math problems quickly and accurately you need an understanding of various math concepts and solving math problems is not an easy task. TutorVista has a team of expert online Math tutors to help you understand Math problems online and find out how to get solutions for them. Our tutors work with you in... More Solve Math Problems made employing some of these techniques will hel Less X Intercepts Friends! Intercept of the lines is one of the interesting concepts in mathematics and it offers a huge trigonometric or exponential help in mathematics. Now we all are going to understand the basic concepts behind Intercepts of lines.... More X Intercepts Friends! Intercept of the lines is one of the interesting concepts in mathematics and it offers a huge trigonometric or exponential help in mathematics. Now we all are going to understand the basic concepts behind Intercepts of lines. Before proceeding further, let's talk about Intercepts. Intercepts are where a graph crosses either the xaxis or the yaxis or we can say that Intercept is a point which intersects on a curve in XY axis of a graph. In the graph of linear equation, a line consist of both X and Y axis. An x intercept is the one where the graph crosses the xaxis (that is where the value of y = 0) whereas y intercept of line is the one where the graph crosses the yaxis (that is where the value of x = 0). So, the common or general form of xintercept is equal to (x, o) or where the value of variable y is 0. The common or general form of yintercept is equal to (0, y) or where the value of vari Less Math Problem Solver Learn More about Free Math Problem Solver To solve Math problems quickly and accurately you need an understanding of various math concepts and solving math problems is not an easy task. TutorVista has a team of expert online Math tutors to help you understand Math problems online and find out how to get solutions... More Math Problem Solver Learn More about Free Math Problem Solver Made e Less 7th Grade Math Tutorvista is designed to provide quality help for students with math. We provide 7th grade math help and our online tutors give detail explanation of each and every concept coming under this grade. Following is a representative list of topics covered in our 7th grade Math help - however all programs will be customized... More 7th Grade Math Tutorvista is designed to provide quality help for students with math. We provide 7th grade math help and our online tutors give detail explanation of each and every concept coming under this grade. Following is a representative list of topics covered in our 7th grade Math help - however all programs will be customized for the individual student. Important topics covered under 7 Grade Math Help Following are the important topics coming under 7 grade math: * Rational numbers * Laws of exponents * Operation on rational numbers * Surface area * Geometry * Percentage * Algebraic expression * Linear equations * Inverse functions * Triangles * Quadrilateral * Circles Learn More about 6th Grade Math Less Conditional Probability Conditional Probability Probability! How you define this term? It is defined as the phenomenon of calculating the certainty of an event occurrence and when this certainty is determined in terms of any numerical value then it is called as probability.... More Conditional Probability Probability! How you define this term? It is defined as the phenomenon of calculating the certainty of an event occurrence and when this certainty is determined in terms of any numerical value then it is called as probability. Probability of any event always lies between 0 and 1 that means it can't be less then zero and more then one. Probability is a mathematical phenomenon which deals with random variables and experiments but they are well defined in the given problems. Let us talk about an event A occurrence then its probability represented as: P ( A). The general formula of the probability calculation is defined as: P(A) = (the chances of all the possible occurrence of event A)/ (total number of events). Whenever the occurrence of any event is restricted due to any other event or condition then this situation is defined as conditional probability and in this the chances of occurrences of an event Less Radicals Simplification Students can learn simplifying radicals from the expert Math tutors available online. Students need to understand the concept of Radicals before learning to simplify redicals. Students can get help with Math problems involving simplify radicals from the online tutors. The Radical is defined as the square root... More Radicals Simplification Students can learn simplifying radicals from the expert Math tutors available online. Students need to understand the concept of Radicals before learning to simplify redicals. Students can get help with Math problems involving simplify radicals from the online tutors. The Radical is defined as the square root of a number. A radical is used to refer the irrational number. This radical expression has been denoted in the root symbol "? ". Thus the process to Simplify Radicals involves expressing the numbers in a simpler form or a reduced form. Students can learn to simplify radicals by the solved examples. Simplifying radicals include the simplification of radicals denominator before performing basic mathematical operation. And given radical should satisfy the conditions and one should remember for positive value of a the value of 1/an will always be taken as positive. Learn how to simplify radicals in this page and learn to simplify radicals. Examples : Less Systems of Equations Solvers Systems of Equations Solvers Friends! all of us want to secure maximum marks in his/her exams but some of the students are scared of mathematics. Most of the higher grade students are afraid of math topics like linear inequalities and ... More Systems of Equations Solvers Friends! all of us want to secure maximum marks in his/her exams but some of the students are scared of mathematics. Most of the higher grade students are afraid of math topics like linear inequalities and system of linear equations, so online math solvers are available for solving your problems. This article is about the different types of equations and how to solve the equation in a better, easier and in faster manner. Now we are going to discuss about linear equations. In simple mathematical manner, we can say that any equation that when graphed produces a straight line, then the equation is called as Linear Equation. The common form of a linear equation in the two variables like x and y is y = mx + b where x and y are two variables and m and b are two constants. The constant m determines the slope or gradient of that line and the constant b shows the point at which line crosses the Yaxis. Constant Less
The activities in the exponential functions unit are based upon students' real life. If they just study the types of functions and don't relate their knowledge in explaining things happening in their life, there is no meaning of learning. In particular, the exponential functions can be a good model for increasing or decreasing functions which are not linear functions. But The activities in this exponential functions unit should follow after having a firm knowledge of linear and quadratic functions and studying a general idea of exponential functions. The examples which can show the forms of the exponential functions are plentiful in life. So the activities will be the combination of the real life based explorations and theoretical examinations with technologies. Growth of an investment, price increases due to inflation, interest owed while repaying loans, population growth, and radioactive decay are some examples of them. This unit is composed of two-day activity . The first day activity is answering some questions of a simple bank business problem and its extensions. The second day activity is examining some exponential functions with Algebra Xpressor. Students are supposed to be familiar with the shapes of different exponential functions through the second day activity. In addition, a logarithmic functions will be introduced by the concept of reflection. This is to offer an informal concept of the logarithmic functions for further study. First Day Activity Question 1 : Suppose that Christy borrows $3,000 at the begging of every year from 1991 through 1996 at an annual interest rate of 10 %. How much money does she have to pay back at the end of 1996? Answer : Students will make a table. A graphic calculator or spreadsheet can be used. A teacher is a facilitator of this class and all activities are done by the students. If a students use a TI-82 graphic calculator, then he obtains the following ( example 1 ). 30001.10 3300 1991 (Ans+3000)1.10 6930 1992 10923 1993 15315.3 1994 20146.83 1995 25461.513 1996 ( TI-82 ) If a student use a spreadsheet, then she optains the following ( example 2 ). In 1996, Christy owes $25,461.513. Since an algorithmic process is involved in the process of calculation the teacher needs to check the process of how the students can write "(Ans+3000)1.10" in TI-82 and " =(a2+3000)1.1" in the spreadsheet. (example 3) 3000+(30000.10)=30001.10 in 1992 (3000+(30000.10)) 0.10+3000+(30001.10) =3000(1.10) in 1993 ... That is to say, the process of example 3 should be understood by the students. Question 2 : Does Christy owe the same amount of money every five years? Answer : The students have already looked at their graphs and the graphs showed that the money was not increased by the same amount. Therefore, the answer would come up quickly. "No, she does not." But, the answer could be difficult for some students without calculating the money difference since the teacher was asked to find the money in 5 years and the graph might look like a linear function. So the students are encouraged to examine the money in 10 years or more. The spreadsheet work can be effective in this case. What are some of the characteristics of the graph? The students now can apply their knowledge of the exponential functions to the graph when they want to suggest things that will happen to the money in years 30, and 40? Question 3 : Now, Christy wants to repay the loan including the interest from 1997. Assume that she repays $3,000 at the beginning of every year. In what year will Christy be free of debt? In TI-82, (Ans-3000)*1.10 is used. The next data is obtained by the spreadsheet (example 4). Answer : As the students can show in the graph above, in 16 years Christy is free of debt. Question 4 : How about changing $3,000 into $1,000 or $2,000? Examine each repayment process after loaning the money for 5 years. Answer : The amount of money that Christy borrowed does not matter in deciding the years that she needs to repay with the same rate. The students have to find the answer through their activity with the spreadsheet or the graphic calculator. But the use of spreadsheet is recommended (example 5). Question 4 can cause another question. Then, what if the bank change the rate from 10% into less than or greater than 10%? This question can be raised naturally by the students. The teacher should derive the students if they need a help. Question 5 : Examine the cases of interest rate 9%, 12%, and 13%. For the case of 9% interest rate, the students can make a conjecture with it. The lower the interest rate is, the less the year is needed. But for the case of the other two cases, they have to make each table and check the results (example 6). If Christy was 21 years old in 1991. She will be 60 years old when she repays the money with 12% interest rate. For the case of 13% interest rate, it is very interesting for the students to see the result. Christy would not be free of debt even though she will be able to live upto 100 years old. The graphs show the fact clearly (example 7). The students have to understand the dynamic fact of their daily life through the activity 1. The teacher gives a final wrap-up session for his students. The students are given a homework set with a similar type of problem.
Advanced suggestions for presenting these materials. Over a period of time, I have developed a set of in-class assignments, homeworks, and lesson plans, that work for me and for other people who have tried them. If I give you the in-class assignments and the homeworks, but not the lesson plans, you only have ⅔ of the story; and it may not make sense without the other third. So instead, I am giving you everything: the in-class assignments and the homeworks (the Homework and Activities book), the detailed explanations of all the concepts (the Conceptual Explanations book), and the lesson plans (the Teacher's Guide). Once you read them over, you will know exactly what I have done. This digital textbook was reviewed for its alignment with California content standards. and the "Advanced Algebra II: Teacher's Guide" collections (coming soon) to make up the entire course. Ahlan wa Sahlan: Functional Modern Standard Arabic for Intermediate Learners: Instructor's Handbook by Mahdi Alosh can be used by anyone who is an Arabic teacher or would like to become one, whether Ahlan wa Sahlan is used in the classroom or not. It includes tips on teaching from how to create the right kind of atmosphere in the classroom to specific drills used with Ahlan wa Sahlan. The example drills in the book can be generally applied to any language-learning textbook. A work in progress, CK-12's Algebra I Second Edition is a clear presentation of algebra for the high school student. Topics include: Equations and Functions, Real Numbers, Equations of Lines, Solving Systems of Equations and Quadratic Equations. Arabic complete is a website that offers Arabic Revisited, a free ebook that is a step-by-step guide complete with audio pictures available for Kindle, iPad, iPhone, iPod touch, Blackberry, and Android. The site further includes 80 podcasts, 7,000 audio recordings, and grammar lessons. Many of the lessons include a recorded dialogue that offers a transcription and translation of the dialogue. Classical Arabic, Modern Standard Arabic, and Egyptian dialect lessons are offered for students who are at an advanced and intermediate level. This is a textbook for beginning Arabic language learning. The textbook is divided into twelve lessons. Each lesson focuses on an activity and common theme to introduce the basics of Arabic. Each lesson starts with a short video, which you'll be asked to watch. To help you understand the video, each lesson also includes a transcript (in English), a list of vocabulary (with audio clips), and language and grammar notes. Several chapters of this beginning Arabic textbook are available for download and classroom or personal use. Arabic for Life takes an intensive, comprehensive approach to beginning Arabic instruction and is specifically tailored to the needs of talented and dedicated students. Arabic for Life is not specifically focused on either grammar or proficiency and, instead, offers a balanced methodology that combines these goals. Arabic for Life offers a dynamic and multidimensional view of the Arab world that incorporates language with Arabic culture and intellectual thought.Bassam Frangieh is professor of Arabic at Claremont-McKenna College. He previously taught at Georgetown, Yale, and the Foreign Service Institute. He is the author of Anthology of Arabic Literature, Culture, and Thought from Pre-Islamic Times to the Present, published by Yale University Press. The site provides a common and free platform for any authors in Indonesia to publish and share their "scientific or educational textbooks" for free. It is a kind of SourceForge.net but for open textbooks
FL Students Course Name: Advanced Algebra with Financial Applications Course Code: 1200500 Honors Course Code: AP Course Code: Description: This course walks students through the information needed to make the best decisions with money. Advanced Algebra with Financial Applications is an advanced course incorporating real-world applications, collaboration, and calculations using technology. Students learn the formulas used to determine account balances, monthly payments, total costs, and more. They examine budgeting, spending, saving, investment, and retirement. Students explore mortgages and other debt structures and how to make good decisions about borrowing money. This knowledge will propel students into the future with a good foundation on how to handle finances.
Grade 9 Standard Mathematics Grade 9 Standard Mathematics is split into six units of varied length. In Semester 1 students review linear relationships, number operations, surface area, volume and deductive and transformational geometry. In Semester 2 students investigate trigonometry, a variety of function types, probability, and discrete mathematics. Throughout the course these mathematical principles are linked to real world applications. Students are assessed using the MYP mathematics criteria, which are based on the objectives of the course. The criteria are A: Knowledge and Procedures B: Investigating Patterns C: Communication in Mathematics D: Reflection in Mathematics. The criteria are included further down this page for your reference. In addition to finishing assigned class work, students will also have a "MathMate" skill sheet to complete each week. Every month students will sit a short test based on the MathMates of the previous four weeks. Students are required to bring a graphics calculator (available for purchase from the school), ruler, blue or black pen, pencil, eraser, and their mathematics textbook and journal to every lesson. Please take the time to look up the webpage of your child's teacher. Links to these webpages are provided on the sidebar of the mathematics homepage. Units Taxis (7 weeks) In this unit students will review operations on rational numbers and extend this to irrational numbers. They will also review work on linear relationships and try to model real-life situations that can be solved by using simultaneous equations. Writing a Proposal (4 weeks) In this unit students investigate how they can use their knowledge of estimation, errors, capacity, surface area and volume to design a storage facility for grain and water to serve a village of 50 families. Building with Math (6 weeks) In this unit students investigate geometrical properties of shapes. They use transformations, congruent and similar triangles, circle and angle theorems, scale drawing and trigonometric properties of right angled triangles. Environmental Modelling (10 weeks) In this unit students investigate how functions can be used to model the world around them. They investigate how exponential and quadratic functions can be used to model situations relating to the environment and also investigate index laws. Game of Pig (6 weeks) In this unit students will study how to find the probability of single and multiple events. They will apply their knowledge to create a game of chance and to think about taking risks in general. Discrete Mathematics (3 weeks) In this unit students will investigate the properties of logic and networks. The student generally makes appropriate deductions when solving challenging problems in a variety of familiar contexts. 7-8 The student consistently makes appropriate deductions when solving challenging problems in a variety of contexts including unfamiliar situations. Context: the situation and the parameters given to a problem. Unfamiliar Situation: challenging questions or instructions set in a new context in which the students are required to apply knowledge and/or skills they have been taught Deductions: reasoning from the general to the particular/specific to reach a conclusion from the information given. Criterion B: Investigating Patterns Achievement Level Descriptor 1-2 The student applies, with some guidance, mathematical problem-solving techniques to recognize simple patterns. 3-4 The student applies mathematical problem-solving techniques to recognize patterns, and suggests relationships or general rules. 5-6 The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, and draws conclusions consistent with findings. 7-8 The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, draws the correct conclusion consistent with correct findings, and provides justifications or a proof. Pattern:the underlining order, regularity or predictability between the elements of a mathematical system. To identify a pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as relationships or generalized rules. Justification:give valid reasons or evidence to support the conclusion and explain why the rule works. Proof: a mathematical demonstration of the truth of the relationship or general rule. A student who describes a general rule consistent with incorrect findings will still be able to achieve in the 5-6 band, provided that the rule is of an equivalent level of complexity. Criterion C: Communication in Mathematics Achievement Level Descriptor 1-2 The student shows basic use of mathematical language and/or forms of mathematical representation. The lines of reasoning are difficult to follow. 3-4 The student shows sufficient use of mathematical language and forms of mathematical representation. The lines of reasoning are clear though not always logical or complete. The student moves between different forms of representation with 5-6 The student shows good use of mathematical language and forms of mathematical representation. The lines of reasoning are concise, logical and complete. The student moves effectively between different forms of representation. Mathematical language:The use of notation, symbols, terminology and verbal explanations The student attempts to explain whether his or her results make sense in the context of the problem. The student attempts to describe the importance of his or her findings in connection to real life. 3-4 The student correctly but brieflyexplains whether his or her results make sense in the context of the problem. The student describes the importance of his or her findings in connection to real life where appropriate. The student attempts to justify the degree of accuracy of his or her results where appropriate. 5-6 The student critically explains whether his or her results make sense in the context of the problem. The student provides a detailed explanation of the importance of his or her findings in connection to real life where appropriate. The student justifies the degree of accuracy of his or her results where appropriate. The student suggests improvements to his or her method where appropriate. Describe:Give a detailed account. Explain: Give a detailed account including reasons or causes. Justify:Give a clear and logical mathematical explanation. Sidebar Widget All you need to do is to visit your widget tab replace this with your widget
School of Phenomenal Memory is the first school of this kind. This is the only place in the world where you can get a real Phenomenal Memory. We don't sell techniques or mnemonics! We TEACH! We don't even have any time limits. We work with every single student until one gets the Phenomenal Memory. None of the memory products available right now are doing or even can do what we offer. Our School is about results and this is what makes it different. Calculus 1 consists of two main topics that the student must master. The first is the concept of the Derivative, and the second is the concept of the Integral. This 5 Hour DVD course picks up where Vol 1 ends gives the student extra practice with Integration in Calculus with fully worked step-by-step example problems. First, we introduce the concept of how to calculate the area between two curves in calculus. Next, we conquer the concept of how integrals can be used to calcululate the volume of a 3D object by revolving a function about the x-axis. We use the disk method and washer method to illustrate this. Next, we cover the shell method of integration where a function is revolved about the y-axis to form a 3D object and we seek to calculate the volume of the object. Finally, we cover the very important technique of integration known as integration by parts, and solve many problems step-by-step to give the student full practice with the material. Calculus 1 consists of two main topics that the student must master. The first is the concept of the Derivative, and the second is the concept of the Integral. This 5 Hour DVD course gives the student extra practice with Integration in Calculus with fully worked step-by-step example problems. First, we introduce the concept of the integral and what it physically means. Next, we show how to calculate basic integrals of constant numbers and polynomials. Then we move into integration of trig functions such as sin, cos, and tangent. After this groundwork is completed we cover the very important technique of integration known as Substitution and solve many problems to give the student mastery of this topic. We then cover Integration that involves exponential functions and logarithms. Here is a book for every curious, courageous, or desperate person who's willing to set convention aside to earn a living. From fashioning balloon animals to promoting liquor brands to picking berries in Australia, this easy-to-read, entertaining book takes a candid look at over a hundred jobs that don't require you to sit in an office eight hours a day, five days a week. For each job listed, there is a summary of what the position entails; potential pay and hours; start-up costs; qualifications necessary; and more. Interspersed throughout are insiders' accounts of odd job experiences sure to give you an honest and amusing picture of what you might encounter. Yes, this is fun reading, but it is more—a chance to change your life!
This course serves as a foundation for all higher level mathematics courses. It focuses on the development of functions and the understanding of functional relationships. Students investigate algebra through problem-solving in real-world situations. Students will participate in developing tables, coordinate graphing, algebraic analysis and linear and quadratic equations and their graphs using appropriate technology.
The explosion of applications of linear dynamical systems over the past several decades makes the study of it both exciting and fundamental. Linear differential equations are now used in communications, economics and finance, mechanical and civil engineering, and many other fields. This course offers an introduction to linear dynamical systems, with applications to circuits, signal processing, communications, and control systems. The course will begin with a review of linear algebra, provide an overview of autonomous linear dynamic systems, and then explore systems with inputs and outputs as well as basic quadratic control and estimation.
Search Course Communities: Course Communities Lesson: 18 Functions Course Topic(s): Developmental Math \| Functions Beginning with linear functions, this lesson looks at functions of real world data defined by tables and graphs before moving into functions defined by equations. Function notation is introduced at the end of the lesson and various examples are provided to get students familiar with the new notation.
· Inductive reasoning can also suggest a conjecture that may be sound. However, it becomes important to rule out the possibility of counterexamples. Many and varied examples need to be considered to avoid invalid arguments. Objective 3: Identify relevant information and then develop a plan to solve a problem using an appropriate technique, such as: drawing pictures, considering simplified versions of the problem, organizing the given information into a table, writing down all known relevant formulas or relationships among the given information. ·In Finite Math, we spend a few days discussing problem solving in general. In this unit, we suggest all of the above techniques. · Then we continue this theme of problem solving as we delve into content areas such as: geometry, math of finance, probability, and statistics.
MATH PRIN.F/FOOD SERVICE OCCUPATIONS by STRIANESE No options of this product are available. Rent Our Price: $10.31 Term: Description Math Principles for Food Service Occupations teaches students that the understanding and application of mathematics is critical for all food service jobs, from entry level to executive chef or food service manager. All the mathematical problems and concepts presented are explained in a simplified, logical, step by step manner. Now out in the 5th edition, this text is unique because it follows a logical step-by-step process to illustrate and demonstrate the importance of understanding and using math concepts to effectively make money in this demanding business. Part 1 trains the student to use the calculator, while Part 2 reviews basic math fundamentals. Subsequent parts address math essentials in food preparation and math essentials in food service record keeping while the last part of the book concentrates on managerial math. Learning objectives and key words have also been expanded and added at the beginning of each chapter to identify key information, and case studies have been added to help students understand why knowledge of math can solve problems in the food service industry. The content meets the required knowledge and competencies for business and math skills as required by the American Culinary Federation.
Mathematics is a linguistic activity with a clear and precise communication of meaning, in which it always has a certainty of the proof. Mathematics provides a wide variety of skills, along with background and theory of practice that may be used to pursue graduate work, research, teaching in secondary schools, and various types of industries. Beginning Salary Range According to the National Association of Colleges and Employers (NACE) Summer 2011 Salary Survey, beginning salaries for graduates with a Bachelor of Arts or a Bachelor of Science degree in Mathematics start at about $53,914.
We've produced a scheme of work to help you extend and enrich the mathematical learning of Higher Tier students who are following the Edexcel Certificate in Mathematics or the International GCSE Mathematics A specifications. Through teaching the Edexcel GCE Core Mathematics 1 unit alongside the Higher Tier content, you will be able to prepare your Higher Tier students for the transition from Level 2 Mathematics to AS Mathematics and beyond. The scheme of work also enables you to extend several topic areas of the Mathematics Higher Tier content. It should be used together with the higher tier course planner in the Teacher's Guide produced for this qualification. You'll find the scheme of work in the documents list under 'Teacher support materials', alongside the Teacher's Guide.
In order to succeed in this system you must first understand it. We begin by examining some of the components of a mathematics course, and then looking at how they all fit together. The most prominent feature of large mathematics courses is the lecture. Lectures typically meet for an hour (actually, fifty minutes) on Mondays, Tuesdays and Wednesdays. In a thirteen week semester this adds up to a maximum of thirty-nine hours. University courses generally require that students learn in much greater depth and breadth than high school courses. Considering the volume of material to be covered in a semester, it is clear that these thirty-nine hours must be used extremely efficiently by both the instructor and the student. An instructor may sometimes use the lecture to point out interesting things not contained in the book, to give alternate explanations to those presented in the text or to unify the concepts as presented in the text. The next feature is the recitation section. These are one-hour meetings, generally on Thursday or Friday mornings, with a TA. The main purpose of these section meetings is to reinforce the material covered that week by focusing on additional examples, especially of the type assigned for homework. Mathematics is not a spectator sport; rather, it is a contact sport. The section meetings provide an interactive setting in smaller groups in which applications of mathematical concepts may be explored. The final major component of a course is the help available outside of class. The many options for assistance are discussed below. The student should take care to view all of the components of a course, including lectures, sections, examinations, homework, textbook and help availability as a collection of elements designed to help them in their continuing study of mathematics. All of these components are designed to fit together as a package to help the student understand the material from as many points of view as possible.
Beginner's Guide to Discrete Mathematics 9780817642693 ISBN: 0817642692 Publisher: Springer Verlag Summary: This introduction to discrete mathematics is aimed primarily at undergraduates in mathematics and computer science at the freshmen and sophomore levels. The text has a distinctly applied orientation and begins with a survey of number systems and elementary set theory. Included are discussions of scientific notation and the representation of numbers in computers. Lists are presented as an example of data structures. A...n introduction to counting includes the Binomial Theorem and mathematical induction, which serves as a starting point for a brief study of recursion. The basics of probability theory are then covered.Graph study is discussed, including Euler and Hamilton cycles and trees. This is a vehicle for some easy proofs, as well as serving as another example of a data structure. Matrices and vectors are then defined. The book concludes with an introduction to cryptography, including the RSA cryptosystem, together with the necessary elementary number theory, e.g., Euclidean algorithm, Fermat's Little Theorem.Good examples occur throughout. At the end of every section there are two problem sets of equal difficulty. However, solutions are only given to the first set. References and index conclude the work.A math course at the college level is required to handle this text. College algebra would be the most helpful
Finding the Right Online Math Courses That Fit Your Needs Image: graur razvan ionut / FreeDigitalPhotos.net Online math courses are offered at undergraduate and graduate levels. Professors at accredited two and four-year colleges and universities teach the courses. Taking one or more online math courses accredited by reputable postsecondary schools can prepare you to work as a mathematician, computer scientists, financial services analysts, certified public accountant, project manager, engineer or chief financial officer. If you take the courses to pursue a degree, you can complete an Associate's degree in less than two years if you take accelerated courses. It takes between four and five years to complete a Bachelor's math degree. On the other hand, if you want to take one or more online math courses to brush up on your math skills, you can complete a single course in three months. Before you enroll in a course, check with your employer to see if he or she will reimburse you the costs of tuition after you take and pass the course. Graphs, charts and videos might accompany your online course, providing you the chance to learn mathematical equations and concepts using a variety of tools. Generally, if you've completed high school Algebra you can take basic college math courses without having to complete additional prerequisites. Types of specific undergraduate and/or graduate math courses you can take include: Numerical Analysis Linear Algebra Principles of Real Analysis Advanced Complex Analysis Topology Intermediate Algebra Advanced Algebra Geometry Pre-Calculus Calculus Accounting Statistics Survey of Mathematic Problems History of Mathematics Mathematical Communication and Technology Online Math Courses for Pre-College Students If you're still in high school, middle or elementary school you can also take online math courses such as: Understanding Basic Math Principles Addition Subtraction Multiplication Division Introduction to Algebra To get the most out of online math courses, make sure that you have a computer that's equipped with video so you can review video presentations that your teachers and professors deliver. After you successfully complete online math courses you gain skills that you can use to create multi-faceted business budgets, business plans and other financial programs. You can also learn how to: Understand and apply the rules of differentiation Create graphs to chart financial trends and shifts Use math forms to evaluate integrals Learn how to identify and work with variables Solve complex equations in a short amount of time Factor polynomials Calculate rational expressions Identify and understand linear and quadratic inequalities Determine convergence and divergence Develop and interpret surveys and analytical studies for employers operating across industries Free online math courses are available at colleges and universities like the Massachusetts Institute of Technology (MIT) and West Texas A&M University. Some of the online math courses college credit programs are designed to help you gain a better understanding of basic and more advanced mathematic principles, theories and applications. In addition to using video, depending on the college or university you attend, undergraduate and online graduate math courses might be designed with webcasts, transcripts of classroom lectures, lecture notes and examinations. Earning an Online Degree to Start Working as a Librarian A Library Science degree online prepares you to work as a librarian serving students and clients at elementary, middle, secondary and postsecondary levels. Online library science degree programs also train you to get hired and work at local public and private libraries in communities located throughout the United States. If you love working with children and adults, assisting them with locating reference, literary and educational materials, enrolling in undergraduate or graduate degree programs like the Master's degree library science online program might lead to a rewarding career for you. In addition to gaining employment with school libraries, other types of organizations you can work at or head up after you get a library science degree online are law libraries and corporate libraries. Additionally, the training prepares you to work with library materials that specialize in fields such as medicine, social sciences, business, engineering or natural sciences. A popular accrediting agency for library college programs is the American Library Association (ALA). Many state colleges and universities offer accredited library science degrees you can get. Specific library science degrees you can get include: Associate of Arts in Library Technology Associate of Science in Library Science Bachelor of Arts in Library Technology Bachelor of Science in Library Science Bachelor of Science in Library Science and Librarianship Master of Science in Library and Information Science Doctorate of Science in Library and Information Science Online College Courses for Library Science Degrees Courses required to graduate with a library science degree online vary by school. However, generally, to graduate, you must complete courses such as: Organization of Information System Analysis Collection Development Library Research Methods Administration and Management Cataloging and Classification Library Services Records Management Conservation Collection Management Communications Archives Indexing and Abstracting History of Printed Materials and Books Multimedia Resources Developing and Managing Library Collections Management and Leadership Skills Professional Issues and Understanding Working Across Different Organizational Structures Many elementary, secondary and postsecondary school libraries require you to get licensed before they hire you. As many as 20 states require you to complete an offline or online Master's degree in library science before you start working. Furthermore, if you plan to work as a librarian at accredited colleges and universities you might find it beneficial to continue your education and get a doctorate degree in library science. If you work at a public library you might have to get certified, a step that earning a library science degree online can help you to complete successfully. According to the United States Department of Labor's Bureau of Labor Statistics, as of May 2008, librarians earned median annual salaries that ranged from $42,240 up to $65,300 a year. Job prospects for librarians, whether they worked at elementary, middle, secondary, postsecondary schools or public and private organizations are good for librarians, with jobs in the field expected to grow by about eight percent from 2008 through 2018. Earning High School Diplomas Via Virtual Classrooms Homeschooling and charter schools introduced early changes into learning techniques and educational organizations. In recent years, the advent of online education at secondary levels has found an increasing number of high schools and universities offering high school students opportunities to get their diplomas online using a computer and the Internet. Some online schools start teaching virtual courses at the Kindergarten level. Additionally and depending on your learning style, attending a distance learning school might help you to retain information presented during virtual classes for longer periods of time. There are additional benefits to earning your online diploma. For example, if you earn your diploma online you won't have to worry about school bullying, rushing outside to catch the bus or packing a lunch. Before you set out to get your high school diploma online make sure the school offering you the chance to get your high school diploma online free of charge is accredited and/or meets your state's minimum graduation course requirements. Also make sure that the accrediting organization is recognized by the United States Department of Education as not all accreditation organizations are. The Distance Education and Training Council (DETC) is a type of accrediting organization recognized by the Department of Education that reviews schools that grant high school diploma online programs. The programs are reviewed for items such as their course offerings, teacher licensing requirements, budgets, administrative controls, etc. Some online high schools are administered at physical academic hubs so you can complete virtual courses online in close proximity with other students. These courses are generally set in large classrooms and are designed to be completed on a quarter or semester basis, making it easier for you to adjust to college and university academic sessions. Additionally, if you earn your online diploma from an accredited college or university, you might be able to easily transfer advanced credits into postsecondary degree programs. Academic Standards at Online Diploma High Schools Depending on the high school you attend, standard class hours at the school might range from six to eight hours a week. You can also take accelerated and honors courses as you progress toward earning your online diploma. If you take accelerated or honors programs, you might be expected to complete up to 12 hours a week of academic coursework. Attendance, classroom participation, completing and submitting school work on time and meeting acceptable grade levels (e.g. 95 – 100 for an A) is generally required to graduate. Keep in mind that before you graduate with an online diploma you must meet the minimum graduation requirements set by the Department of Education in the state where you live. Furthermore, as with any distance learning program, make sure that you practice self-discipline and time and project management skills while you attend online schools. Doing so can help you to focus on your school work during the day, complete all reading assignments your teachers assign you and study sufficiently for upcoming quizzes and exams. While you earn your diploma online also make sure that you continue to connect with your friends in the neighborhood where you live. Also take the time to get outdoors and have fun with your siblings, neighbors and friends. This way you can create a balanced learning and living environment that you can thrive in academically, socially and personally. Benefits of Enrolling In Online Bachelor Degree Programs Online bachelor's degree programs generally take four years of full-time academic study to complete. The degrees are available in a wide variety of disciplines (e.g. education, nursing, hospitality, accounting) and can often be transferred to other accredited online and offline colleges and universities so you can earn graduate and professional degrees. The days of having to balance a lengthy commute to and from work and school while you also care for a growing family are becoming more and more a thing of the past. In fact, the numbers of schools offering online bachelor degree programs have increased over the last several years. At some colleges and universities you can take combined courses, giving yourself the opportunity to take some of your college courses on campus in the classroom and other courses at home using the Internet, audio tapes, videos, recorded lecture transcripts and shared file documents and folders. As with any college program check with the Bursar's or admissions office at the school you want to attend to make sure that the school is accredited by one or more agencies recognized by the United States Department of Education. Some organizations that accredit online bachelor's degree programs are the Council on Occupational Education, the Distance Education and Training Council, Accrediting Council for Continuing Education and Training (an agency that accredits online bachelor degree in education programs), the National League for Nursing Accrediting Commission and the National Association of Schools of Music, Commission on Accreditation. Types of Online Bachelor Degree Programs In addition to getting online bachelor degrees in education, there are numerous other disciplines and fields of study you can get undergraduate degrees in using a computer. For example, you can get an online bachelor degree in: Business Administration Organizational Leadership Military Studies American History Cultural Studies Language Arts Music Theatre and Arts Creative Writing Journalism Chemical Engineering Petroleum Engineering Early Childhood Education Pharmaceutical Studies Political Science Hospitality Management Nursing Finance Accounting Special Education Mathematics Biology Chemistry Computer Science Information Technology Civil Engineering Industrial Psychology Degrees you can get are generally Bachelor of Science or Bachelor of Arts. Because the degree programs are administered virtually, you can take courses associated with the degrees from anywhere in the world. Typically, colleges and universities assign you an enrollment, academic and, at times, also a financial advisor to help you stay on track toward earning your degrees, finding relevant scholarships, student loans and grants and getting the highest grades possible. Furthermore, when you earn an online bachelors degree you gain the opportunity to determine when you're going to complete course reading, writing and project assignments. You also get to set the hours when you'll study, a factor that can make raising a family and/or working while you go to school less challenging. As you check college and university accreditations, you can ensure that you earn a valuable accredited online bachelors degree that is accepted by other postsecondary schools and respected by prospective employers. Distance learning schools, also referred to as independent learning schools, continue to expand their course offerings as well as grow in number. The schools generally have a physical and virtual presence, making it easy for you to continue your education during winter, a time of year when roadways can become slick while snow and ice pile on streets and sidewalks. If you plan on attending college or university full-time you're probably going to take several classes during winter. Distance learning colleges provide you with tangible and intangible benefits, regardless of when classes are held. For example, when you attend accredited distance learning schools you get the chance to: Save money on gas as you don't have to commute to and from classes on campus Chance to create a flexible academic schedule for yourself, one that allows you to spend time with your family during the day after you return home from work and before you sit down to complete school assignments or study for examinations and quizzes Access to professors and other faculty experts with the click of a button Opportunity to stay warm and dry, reducing your chances of catching a cold or flu Ability to save money on towing, car insurance deductibles, etc. as you're auto won't get stuck in snow piles and you won't get involved in auto accidents while you're at home completing school projects or studying Letting Winter Distance Learning Courses Work for You Quarter or semester credit hours you complete at accredited distance learning schools are generally transferrable to other top colleges and universities anywhere in the country, making it easy for you to earn advanced degrees later in your academic career. During your lunch break at work, you can also study for examinations or start reading the next chapter in the textbook associated with courses you're taking. You'll reap additional financial savings on distance learning if you apply for financial aid (e.g. scholarships, grants) by completing a Free Application for Federal Student Aid (FAFSA). Also make sure that you complete applications for scholarships and grants through the distance learning school you want to attend. Before you register for courses take the time to review five or more accredited distance learning colleges to measure the differences in their tuition, fees, course offerings, graduation rates and graduate employment percentages so you'll attend the school that best suits your personal needs. If you'd like to combine your online courses with one or more classroom courses after winter, also check to see if the distance learning school has on campus learning options. If you want to earn your online degree fast you should think about enrolling in a short term online course. You can take the courses at accredited colleges and universities on weekdays or on weekends to get a degree online fast. To give you an idea of what short-term online courses are, think about focused courses offered at your local community college, courses that make it easy for working adults to finish a degree in a minimal amount of time. Even if you aren't pursuing an undergraduate or graduate degree, you can take one or more short-term online courses to improve your job training and position yourself for promotions and pay increases. Generally, you are required to register for the courses seven or more days before classes start. However, the courses are especially beneficial to you and other students who want to complete online college degrees fast. Classes take place one to two days a week for two to three hours. For example, you could take an accounting income tax class on a Thursday evening from 6 p.m. until 9 p.m., giving you time to feed your children dinner before you sign into web or teleconferences and online Blackboard classroom discussions with your professors and other students taking the course. Other courses available for you to register for to earn accredited online degrees fast include: Self-discipline (because the courses are short, you'll need to complete projects and assignments when you say you will rather than waiting until the last minute to cram and turn in projects) Solid communication skills Project management skills Self motivation (although you'll have access to academic advisors and career counselors you'll need to encourage yourself to continue performing at your best so you graduate with honors and/or respectable grade scores) As technology continues to advance and you and other students continue to voice your concerns and recommendations to college and university administrators about the need for more ways to complete your degree in shorter amounts of time and at lower tuition rates, you'll see more improved changes. Short-term online courses are one of those forward moving changes. You can generally get money to pay for the courses through your employer's tuition reimbursement program, scholarships, grants and work/study programs (if you're not currently employed). If you're taking graduate level short-term online courses check with the school to see if you apply for fellowships. You can also find fellowships to help pay your tuition through professional associations like the College Art Association, American Water Works Association or the American Historical Association. More students have decided to earn their degree online since the economy took a nose dive in 2007. In fact, some online colleges and distance learning schools saw significant increases in their student enrollment during this period. Some of the courses students majored in to get their bachelor degree online are similar to popular courses students enroll in at offline schools. Popular courses and majors you can get a bachelor or master degree online in are: Anthropology Psychology Finance Criminal Justice Nursing Accounting Information Technology Medicine Business Administration Education Economics Website Design Counseling Social Sciences Getting a criminal justice degree online and a teaching degree online are ways you can advance your education. Like other popular online college courses criminal justice and teaching courses offer an in-depth yet balanced education that you can use to gain jobs in a variety of industries and fields. For example you can use a teaching degree to work in public or private schools, at Fortune 100 corporations, for nonprofit organizations or government agencies. You can also use the degrees to start your own consulting or training business and work with clients from around the world, increasing your customer base and earning a higher monthly and annual income. Choosing a Degree Online You'll gain the most from obtaining your degree online if you check the online college's accreditation. Make sure the postsecondary school is accredited by local, regional or national accreditation organizations such as the National Council for Accreditation of Teacher Education, Commission on Accreditation of Healthcare Management Education or the Commission on Collegiate Nursing Education. A complete listing of accredited distance learning schools is available at the United States Department of Education. Once you complete a degree online through an accredited college or university you can transfer those credits to other top schools if you want and earn advanced degrees. When you choose to earn a degree online you give yourself more flexibility, control of your schedule, time to spend with your family and extra money in your pocket, as you forego having to spend money on gas so you can drive to and from campus. You also get up to speed on advancing technologies like tablets, Smart phones and iPads, tools that are being used by larger numbers of people. Should the company where you work transition to using these tools on a regular basis, you'll already have skills that make using the tools huge time and money savers. There are a few skills and habits required from you in order to succeed at an online course. For example, you need to be self-disciplined, have time and project management skills and be self-motivated. You'll need to have a reliable desktop computer or laptop. To gain your family's support, consider sitting down and discussing your educational goals with them, being sure to tell them about the benefits (e.g. better job opportunities, increased wages) associated with completing the degree. The world is changing. Taking bachelor degree online courses shows you accept the changes and are confident in your abilities to continue to move forward, even as change happens around you. Furthermore, after you complete your degree online, if you feel you will benefit from taking one or more popular short-term college or university courses you can return to school and get advanced training in as little as three months. University of Phoenix and Capella University are two top accredited online universities offering robust courses and majors for students who are serious about their education. Course fields offered at these universities include Information Technology, Criminal Justice, Social Sciences, Nursing, Early Childhood Education, Special Education and Business Administration. Dr. John Sperling, an economist, founded University of Phoenix online in 1976. The school started with several local campuses then expanded into more than 200 teaching hubs offering students around the world the chance to complete undergraduate and graduate degrees online and in classroom settings. As of 2011, University of Phoenix is the largest private university in the United States. It offers Associate, Bachelor, Master and Doctorate degree programs in several concentrations. The postsecondary school is accredited by the Higher Learning Commission and the Accreditation Council for Business Schools and Programs. It is also accredited by the Commission on Collegiate Nursing Education, the Teacher Education Accreditation Council and the Council for Accreditation of Counseling and Related Educational Programs. Taking Online Courses at Capella University Akin to other top accredited online colleges like University of Phoenix online, South University online and Drexel University online programs, Capella University has been in operation for several years. Capella University was founded in 1991 by Steven Shank, a former Tonka Corporation CEO. As of 2011, the distance learning school offers more than 1,450 online courses. It also offers more than 48 degrees in various concentrations. Accreditations that Capella University holds are with the Higher Learning Commission, the American Counseling Association's Council for Accreditation of Counseling and Related Educational Programs, the National Council for Accreditation of Teacher Education and the Commission of Collegiate Nursing Education. Students have the option of completing their courses using a mobile telephone, desktop computer, laptop or notepad. Courses at the online college are designed with a dashboard or blackboard that students can access to locate and download current course materials uploaded into the system by their professors. Comparing Accredited Online Programs Before professors start teaching at University of Phoenix they must have a Master's degree. They must also have working experience in subjects they teach. At both Phoenix and Capella, students have the choice of taking their courses online or in a classroom. It's possible to complete admissions applications, register for classes, participate in classroom discussions in real time and submit assignments and projects online. Both schools assign students a graduation team consisting of an enrollment advisor and academic and financial advisors. Enrollment advisors help students complete admissions applications and register for classes. Academic advisors check with students to ensure they are on track to graduate with the highest scores possible. Finance advisors work with students to help them apply for financial aid in the form of scholarships, grants and low interest student loans. Capella University also has a team of career counselors who work with students to help them land the type of employment they are seeking. Both University of Phoenix and Capella University work with Fortune 500 firms to increase the chances of their student graduates landing quality employment after they leave school with an undergraduate or graduate degree. Learning aids (e.g. study guides) are available online and free of charge for students at the schools to access and use. Before registering and paying for courses at Capella University students can also "test drive" online learning and find out how it feels to complete school work electronically, giving them the chance to find out firsthand if taking online courses is a good fit for them. Commencement exercises with students, their family members and friends are held at least twice at year at both online colleges. You can enroll in online graduate courses at top accredited distance learning schools like Phoenix University, Capella University and Drexel University. Business Administration, Business Management, Public Administration, Accounting, Finance, Organizational Leadership, Marketing and Human Resource Management are types of fields you can take online graduate courses in. Distance learning options are also available in other concentrations. For example, you can take online graduate education courses and online graduate history courses. Online graduate courses for teachers cover topics such as: Elementary Teacher Education Special Education Secondary Teacher Education Curriculum and Instruction Teacher Leadership Adult Education Administration and Supervision If you take an online graduate statistics course you'll gain training and skills in areas such as graphs, macro language, survey sampling, applied statistics and reliability analysis. Professors who teach online graduate courses at accredited distance learning schools have graduate level degrees (e.g. Masters, Doctorate). They also generally have working experience in the subjects that they teach, allowing them to understand and share real life situations you might face on the job. Enrolling in Online Graduate Education Courses Before you enroll in an online graduate business course check out the postsecondary school's accreditations, educator licensing and work experience requirements, tuition and fee costs, virtual library options and web based learning tools (e.g. video, web conferences, private Blackboards, shared files). Find out the deadlines to register for online graduate courses, admissions applications you must complete and whether or not you have to submit transcripts from your high school or another college or university you previously attended. You might be able to work with an enrollment advisor at the online college to complete these documents. Check with the school's admissions counselor to see if how you can work with an enrollment advisor. Over the last four to five years several of these schools have experienced a spike in the numbers of students enrolling in their online programs. Reasons for the increase include the flexibility involved in earning a graduate degree online, ability to set your own academic schedule, financial savings on gas and auto maintenance, chance to stay indoors during inclement weather and most importantly the fact that online graduate courses are as robust, rigorous and challenging as are courses taught in classrooms. Costs of tuition and other associated fees at online colleges are generally the same as they are for classroom courses. However, you can connect with faculty members with the click of a button. You can also email your professors and academic advisors and request to schedule telephone time with them so you can discuss particular challenges you're having with a project or assignment. If the postsecondary school you attend requires you to complete a short two to three week residency to graduate, you'll also gain valuable hands-on experience that you can immediately use on-the-job, getting you more exposure before senior managers at the organization or company where you work. Masters of Business Administration (MBA) online courses are developed and administered at top accredited online colleges. You can generally enroll in Masters degree online programs year round, making it easy for you to start and finish the academic training on a schedule that best suits your personal schedule. Can schedule your classes at night after you finish working and spending time with your family Get the opportunity to submit assignments from anyplace that has a wireless connection Learn skills (e.g. completing coursework using a Blackberry or Smart phone) related to education that might become the norm in a few years Save gas money as you don't have to travel to and from campus The benefits of completing coursework through Masters degree online accredited colleges and universities provide good reasons to get your educational training from the comforts of your own home. However, virtual classroom programs, even cheap Masters degree online programs, are not always a good fit for every student. To succeed at a distance learning course you are encouraged to possess: Solid time management skills Project management skills Written communication skills (The clearer you communicate with your professors, the better.) Goal setting skills (This will help you to study and turn in assignments when you say you will. If you get into the habit of waiting until the last minute to complete assignments you might not earn higher grades you could have scored had you paced yourself more effectively.) To learn more about the experience of finishing your Masters degree online consider visiting websites of accredited colleges and universities you want to register for the courses through. Additionally, newspapers and magazines like Bloomberg Business Week publish journal entries and articles that are written by students who are currently completing a graduate business administration distance learning program. Not only do you get to connect with other continuing education students who are meeting the same challenges related to school work that you are, you can also make friends and learn about networks and organizations you can join that will help you land the types of high paying business administration jobs you're going to school to qualify to get. Each online college designs its own Masters degree online curriculum. However, courses you'll generally be required to take to graduate with an MBA include: Industry analysis Market analysis Business strategy Finance and accounting Human resource management Communications Contemporary business challenges Data analysis Organizational behavior Financial management Leadership development Corporate governance Project management Internal decision making International business Corporate information strategy Information technology Global business marketing In addition to taking online courses, you might also have to complete a two to three week residency to graduate with an MBA. Residency programs help you to gain valuable hands-on experience that will help balance the book learning and other forms of academic instruction you receive during the training program.
To help you plan your class schedules for the rest of this academic year, here is a list of what the Math Department will be offering at the 300 and 400 level for Winter and Spring quarters. In all cases, you should pay attention to the prerequisites listed in the catalog: A couple of special notes: Math 465 and 466 will not be offered this year. Also, there will be three topics courses, Math 480, offered in Spring. And, there are two additional courses for those interested in teaching, Math 421/422 and Math 497. Descriptions for all of these follows. This two-quarter course is intended for students interested in becoming Secondary School mathematics teachers. There are three main goals in this class. The content goal is that you gain a more comprehensive understanding of two of the fundamental concepts of calculus: the mathematics of change (Math 421) and reasoning about infinite processes (Math 422). The communication goal is that you learn to communicate your understanding and insights about calculus. The learning process goal is that you reflect on your experience as a student in a way that increases your effectiveness as a math teacher. The text for this course is a draft of the book "Making Sense of Calculus" by Stephen Monk, a national leader in mathematics education and recently retired mathematics professor at UW. These courses will be similar in tone to Math 411/412 (Algebra for Teachers) and Math 444/445 (Geometry for Teachers). You should have completed the Mathematics Basic Requirement for the Teacher Preparation Option (Math 124, 125, 126, 307, 308) before taking Math 421. The principal subject of algebra is the solution of polynomial equations. The familiar solution of a quadratic or degree two polynomial equation by the quadratic formula was discovered independently in several cultures many centuries ago. It is now a standard part of secondary mathematics education, but typically students do not study higher degree polynomial equations from the same perspective. In this course we will do so, as we take a close look at the most central results in the early history of algebra. These include: • The solution of quadratic polynomial equations. The quadratic formula will be examined from three different perspectives. • The solution of cubic, or degree three, polynomial equations. This was obtained in the sixteenth century by several Italian mathematicians and represents the most dramatic advance in algebra to have taken place for centuries. • The solution of quartic, or degree four, polynomial equations. This was also obtained by Italian mathematicians, later in the sixteenth century. • The fundamental role of complex numbers in the solution of cubic equations. Even if one is interested only in real number solutions to cubic equations with real number coefficients, the method of solution developed in the sixteenth century led inevitably to the introduction and study of complex numbers. We will see why this was so and learn how to use them. • The attempt to solve polynomial equations of higher degree, culminating around 1800 with Gauss's proof of the Fundamental Theorem of Algebra. Underlying these topics is the idea that the coefficients of a polynomial encode information about that polynomial's roots. Our goal is to learn how to use the coefficient data to unravel this hidden information. Another goal of the course is the development of experience in grappling with mathematical argument. There will be weekly assignments in which students will be asked to read mathematical arguments, develop an understanding of the arguments, write out the arguments in more detail, and write arguments from scratch. Some class time each week will be dedicated to small group discussions of these assignments. We will not cover a large amount of material, aiming instead for an in-depth understanding of a few key results. Math 480 COURSE DESCRIPTION Spring 2009 INTRODUCTION TO DYNAMICAL SYSTEMS. TEXT: R. Devaney, A First Course in Chaotic Dynamical Systems, Addison- Wesley, 1992. WHAT IS A DYNAMICAL SYSTEM? Dynamical systems is a branch of mathematics that attempts to understand processes in motion. Such processes occur in all branches of science. For example, the motion of planets is a dynamical system, one that has been studied for centuries. Some other systems are the stock market, the world's weather, and the rise and fall of populations. Some dynamical systems are predictable, whereas others are not. The reason for this un- predictable behavior has been called "chaos." One of the remarkable discoveries of the modern mathematics is that very simple systems—even as familiar as quadratic functions—may be chaotic and behave as unpredictably as the stock market or as wildly as a turbulent waterfall. ABOUT THIS COURSE: The aim of the course is to show a "window" into some fairly recent mathematics. The emphasis will be on mathematical ideas and concepts. This is a course in discrete dynamical systems, which is basically iteration, or composing a function with itself over and over. We are interested in the long- term behavior of a system. Often complexity of the system calls for qualitative reasoning as opposed to looking for specific analytic solutions. Continuous dynamical systems, which arise from differential equations, are closely related to, and have many common features with, discrete dynamical systems. The plan is to cover most of the book, which will be supplemented by handouts and material from other sources. One of the main themes will be the dynamics of the quadratic family Qc (x) = x2 + c depending on the parameter c, first when c and x are real, and later when c and x are complex. We will study how the long-term behavior of the system changes from stable and predictable to chaotic. PREREQUISITES: Math 327/8 or Math 334/5/6, or permission of the instructor. More of an issue is general "mathematical maturity." This will be a (mostly) proof-based course, so it is highly desirable to be familiar with proof methods, such as proofs by induction, contradiction, and contraposition; basics of set theory (set algebra, countable and uncountable sets); ϵ-δ definitions of convergence and other elements of Introductory Analysis. 480B MWF 2:30 TIME: MWF at 2:30pm Instructor: William Stein TITLE: Algebraic, Scientific, and Statistical Computing, an Open Source Approach Using Sage DESCRIPTION: This is a course about using free open source software to support computation in the mathematical sciences. Topics include Sage, Python, Cython, debugging and profiling code, computing with algebraic structures (groups, rings and fields), exact and numerical linear algebra, numerical optimization, basic statistical computing, and 2d and 3d graphics. > > 480C MW 2:30-3:50 > > Math 480: The Mathematical Theory of Knots. > Time: MW 2:30-4:20. > Instructor: Judith Arms > > Prerequisites: Math 310 and 326, OR Math 335, OR permission of > instructor. > > Text: The Knot Book, by Colin Adams. > > Topics: Knot and link presentations and Reidemeister moves; > prime, composite, and altenating knots; tabulating knots; > knot invariants such as colorability, stick number, genus, > and knot polynomials; selected additional topics, if time permits. > One highlight of the course will be the proof of Tait's conjecture > on alternating knots using polynomial invariants that were > discovered in the 1980's. > > Grades will be based on homework, classwork (some in groups), a take-
Easy Input Tool Entering your math problem has never been easier. Use the keyboard to enter common math symbols or insert special symbols and expressions using the toolbar. Filter by subject to find the symbols most relevant to you. Problems are recognized and then formatted as they appear in your math textbook. Select Your Topic Complex problems mean that you could have many different answers. Use the dropdown topic selection menu to select the topic that most closely matches what you are looking for. Step-by-step answers. Instantly. Math Instant answers returns your answer plus step-by-step solutions to even the most complex problems. Roll over unfamiliar terms in each of the steps to get an explanation of what they mean. Want to see a graph? Instant math allows you to graph your solutions too.
9780130652454 ISBN: 0130652458 Edition: 3 Pub Date: 2003 Publisher: Prentice Hall PTR Summary: Many introductory differential equations courses in the recent past have emphasized the formal solution of standard types of differential equations using a (seeming) grab-bag of systematic solution techniques. Many students have concentrated on learning to match memorized methods with memorized equations. The evolution of the present text is based on experience teaching a course with a greater emphasis on conceptual ...ideas and the use of applications and computing projects to involve students in more intense and sustained problem-solving experiences. The availability of technical computing environments likeMaple, Mathematica,and MATLAB is reshaping the role and applications of differential equations in science and engineering and has shaped our approach in this text. New technology motivates a shift in emphasis from traditional manual methods to both qualitative and computer-based methods that render accessible a wider range of more realistic applications; permit the use of both numerical computation and graphical visualization to develop greater conceptual understanding; and encourage empirical investigations that involve deeper thought and analysis than standard textbook problems. Major Features The following features of this text are intended to support a contemporary differential equations course that augments traditional core skills with conceptual perspectives that students will need for the effective use of differential equations in their subsequent work and study: Coverage of seldom-used topics has been trimmed and new topics added to place a greater emphasis on core techniques as well as qualitative aspects of the subject associated with direction fields, solution curves, phase plane portraits, and dynamical systems. We combine symbolic, graphic, and numeric solution methods wherever it seems advantageous. A fresh computational flavor should be evident in figures, examples, problems, and applications throughout the text. About 15% of the examples in the text are new or newly revised for this edition. The organization of the book places an increased emphasis on linear systems of differential equations, which are covered in Chapters 4 and 5 (together with the necessary linear algebra), followed by a substantial treatment in Chapter 6 of nonlinear systems and phenomena (including chaos in dynamical systems). This book begins and ends with discussions and examples of the mathematical modeling of real-world phenomena. Students learn through mathematical modeling and empirical investigation to balance the questions of what equation to formulate, how to solve it, and whether a solution will yield useful information.,/LI> The first course in differential equations should also be a window on the world of mathematics. While it is neither feasible nor desirable to include proofs of the fundamental existence and uniqueness theorems along the way in an elementary course, students need to see precise and clear-cut statements of these theorems and to understand their role in the subject. We include appropriate existence and uniqueness proofs in the Appendix and occasionally refer to them in the main body of the text. While our approach reflects the widespread use of new computer methods for the solution of differential equations, certain elementary analytical methods of solution (as in Chapters 1 and 3) are important for students to learn. Effective and reliable use of numerical methods often requires preliminary analysis using standard elementary techniques; the construction of a realistic numerical model often is based on the study of a simpler analytical model. We therefore continue to stress the mastery of traditional solution techniques (especially through the inclusion of extensive problem sets). Computing Features The following features highlight the flavor of computing technology that distinguishes much of
I'm not sure if anyone ever wrote about this book on the forums, but I believe it is an absolute must have for anyone studying for the GMAT. It's called "How to solve word problems in Algebra". Let me know what you guys think. Here is a link for the book on Amazon. Because I'm horrible on the quant section (me and numbers don't usually get along so much), I bought a bunch of the MGMAT section-specific books. I also came across this general math review for graduate entrance exams; so far, it's been pretty good refresher material:
Hi, I was just wondering if anyone switched from MATH 102 to MATH 184 and took Math 103 second term. I did check the UBC math website and it did say it's possible to take 184 and 103. I heard Math 184 is just a review of calculus and I'm hoping to have a less stressful first term. I completed Calculus 12 in high school but I never did the AP exam so is it possible that I can take MATH 184 even though I did Calc (but not exam) in high school?
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. [50] Homework 8: Counting [10] How many ways are there to seat 18 people around a circular table, where seatings are considered to be the same if they can be obtained from each other by rotating the table? Justify your answer. [10] How many ordered p Module 1: Basic Logic Theme 1: PropositionsEnglish sentences are either true or false or neither. Consider the following sentences: 1. Warsaw is the capital of Poland. 2. .3. How are you? The first sentence is true, the second is false, while th Module 3: Proof TechniquesTheme 1: Rule of InferenceLet us consider the following example. Example 1: Read the following "obvious" statements: All Greeks are philosophers. Socrates is a Greek. Therefore, Socrates is a philosopher. This conclusion s Module 4: Mathematical InductionTheme 1: Principle of Mathematical InductionMathematical induction is used to prove statements about natural numbers. As students may remember, we can write such a statement as a predicate set of natural numbers wher Module 5: Basic Number TheoryTheme 1: DivisionGiven two integers, sayand , the quotientmay or may not be an integer (e.g., but ). Number theory concerns the former case, and discovers criteria upon which one candecide about divisibility Module 8: Trees and GraphsTheme 1: Basic Properties of TreesA (rooted) tree is a finite set of nodes such that there is a specially designated node called the root. the remaining nodes are partitioned into sets is a tree. The sets disjoint s Appendix 1Lab Exercises For A Computer Architecture CourseA1.1 IntroductionThis Appendix presents a set of lab exercises for an undergraduate computer architecture course. The labs are designed for students whose primary educational goal is learn Appendix 1Lab Exercises For A Computer Architecture CourseA1.1 IntroductionThis Appendix presents a set of lab exercises for an undergraduate computer architecture course. The labs are designed for students whose primary educational goal is learn
Lecture 26: Defining a plane in R3 with a point and normal vector Embed Lecture Details : Determining the equation for a plane in R3 using a point on the plane and a normal vector Course Description : Matrices, vectors, vector spaces, transformations. Covers all topics in a first year college linear algebra course. This is an advanced course normally taken by science or engineering majors after taking at least two semesters of calculus (although calculus really isn't a prereq) so don't confuse this with regular high school algebra.
Find a Picacho, AZ ScienceTo understand what it is all about we must understand what Calculus involves: derivatives and integrals which are functions derived from functions. So far math has been about numbers. Now the student must learn to see it from the perspective of functions: polynomial, rational, radical, exponential and trigonometric functions.
Algebra For College Students - Text - 8th edition Summary: Kaufmann and Schwitters have built this text's reputation on clear and concise exposition, numerous examples, and plentiful problem sets. This traditional text consistently reinforces the following common thread: learn a skill; use the skill to help solve equations; and then apply what you have learned to solve application problems. This simple, straightforward approach has helped many students grasp and apply fundamental problem solving skills necessary for future mathematics course...show mores in an easy-to-read format. The new Eighth Edition of ALGEBRA FOR COLLEGE STUDENTS includes new and updated problems, revised content based on reviewer feedback and a new function in iLrn. This enhanced iLrn homework functionality was designed specifically for Kaufmann/Schwitters' users. Textbook-specific practice problems have been added to iLrn to provide additional, algorithmically-generated practice problems, along with useful support and assistance to solve the problems for students. ...show less Brand New Title. We're a Power Distributor; Your satisfaction is our guarantee! $299.23 +$3.99 s/h New PROFESSIONAL & ACADEMIC BOOKSTORE Dundee, MI 0495109959387.38
last chapter of this course we will be taking a look at a couple of applications of integrals. There are many other applications, however many of them require integration techniques that are typically taught in Calculus II. We will therefore be focusing on applications that can be done only with knowledge taught in this course. Because this chapter is focused on the applications of integrals it is assumed in all the examples that you are capable of doing the integrals. There will not be as much detail in the integration process in the examples in this chapter as there was in the examples in the previous chapter.
Summary: Written especially for students preparing for the University of Cambridge International Examinations IGCSE Maths examination, Extended Curriculum, up to Grade A.. Written by experienced examiners, the book covers every topic in the syllabus, with brief explanations of each topic followed by worked examples and questions, giving students the confidence to succeed in their examinations. Numerical answers are given at the back of the book, whilse full model answers to the exam questions are available free on our website. There is a handy checklist at the front of the book to aid revision planning, and a main vocabulary list has been included. Endorsed by CIE Written especially for IGCSE students Includes main vocabulary list - especially useful for international students Includes examination questions All numerical answers are given in the book, with full model answers available on out website
External Resources For Teachers and Students In addition to the fact that university-level mathematics is a stimulating and beautiful subject, a degree in maths is a superb qualification for job seeking and career development. Although you will see few adverts specifically for mathematicians, both mathematics itself and the training in analytical thinking that you get when studying maths are tremendous qualifications for many jobs. This link will show you about some of them:
Stewart is the author of a best-selling calculus textbook series published by Cengage Learning--show more show less Prologue: Principles of Problem Solving Prerequisites Modeling the Real World Real Numbers and Their Properties The Real Number Line and Order Integer Exponents Rational Exponents and Radicals Algebraic Expressions Factoring Algebraic Expressions Rational Expressions Chapter P Review Chapter P Test Focus on Problem Solving: General Principles Equations and Inequalities Chapter Overview Basic Equations Modeling with Equations Quadratic Equations Complex Numbers Other Types of Equations Inequalities Absolute Value Equations and Inequalities Chapter 1 Review Chapter 1 Test Focus on Modeling: Making the Best Decisions Coordinates and Graphs Chapter Overview The Coordinate Plane Graphs of Equations in Two Variables Graphing Calculators: Solving Equations Graphically Lines Modeling: Variation Chapter 2 Review Chapter 2 Test Focus on Modeling: Fitting Lines to Data Cumulative Review Test: Chapters 1 and 2 Functions Chapter Overview What Is a Function? Graphs of Functions Getting Information from the Graph of a Function Average Rate of Change of a Function Transformations of Functions Combining Functions One-to-One Functions and Their Inverses Chapter 3 Review Chapter 3 Test Focus on Modeling: Functions as Models Polynomial and Rational Functions Chapter Overview Quadratic Functions and Models Polynomial Functions and Their Graphs Dividing Polynomials Real Zeros of Polynomials Complex Numbers Complex Zeros and the Fundamental Theorem of Algebra Rational Functions Chapter 4 Review Chapter 4 Test Focus on Modeling: Fitting Polynomial Curves to Data Exponential and Logarithmic Functions Chapter Overview Exponential Functions The Natural Exponential Function Logarithmic Functions Laws of Logarithms Exponential and Logarithmic Equations Modeling with Exponential and Logarithmic Functions Chapter 5 Review Chapter 5t Test Focus on Modeling: Fitting Exponential and Power Curves to Data Cumulative Review Test: Chapters 3, 4, and 5 Trigonometric Functions: Right Triangle Approach Chapter Overview Angle Measure Trigonometry of Right Triangles Trigonometric Functions of Angles Inverse Trigonometric Functions and Triangles The Law of Sines The Law of Cosines Chapter 6 Review Chapter 6 Test Focus on Modeling: Surveying Trigonometric Functions: Unit Circle Approach Chapter Overview The Unit Circle Trigonometric Functions of Real Numbers Trigonometric Graphs More Trigonometric Graphs Inverse Trigonometric Functions and Their Graphs Modeling Harmonic Motion Chapter 7 Review Chapter 7 Test Focus on Modeling: Fitting Sinusoidal Curves to Data Analytic Trigonometry Chapter Overview Trigonometric Identities Addition and Subtraction Formulas Double-Angle, Half-Angle, and Sum-Product Identities Basic Trigonometric Equations More Trigonometric Equations Chapter 8 Review Chapter 8 Test Focus on Modeling: Traveling and Standing Waves Cumulative Review Test: Chapters 6, 7, and 8 Polar Coordinates and Parametric Equations Chapter Overview Polar Coordinates Graphs of Polar Equations Polar Form of Complex Numbers; DeMoivre's Theorem Plane Curves and Parametric Equations Chapter 9 Review Chapter 9 Test Focus on Modeling: The Path of a Projectile Vectors in Two and Three Dimensions Chapter Overview Vectors in Two Dimensions The Dot Product Three �Dimensional Coordinate Geometry Vectors in Three Dimensions The Cross Product Equations of Lines and Planes Chapter 10 Review Chapter 10 Test Focus on Modeling: Vector Fields Cumulative Review Test: Chapters 9 and 10 Systems of Equations and Inequalities Chapter Overview Systems of Linear Equations in Two Variables Systems of Linear Equations in Several Variables Systems of Linear Equations: Matrices The Algebra of Matrices Inverses of Matrices and Matrix Equations Determinants and Cramer's Rule Partial Fractions Systems of Non-Linear Equations Systems Stewart is the author of a best-selling calculus textbook series published by Cengage Learning?List price: $279.95 Edition: 3rd 2012 Publisher: Brooks/Cole Binding: Trade Cloth Pages: 1040 Size: 8.50" wide x 11.00" long x 1.50" tall Weight: 4
Great Calculator Great Calculator is an app that used on mobile phone to solve all kinds of digital problems. It is useful both to business man and students. For business man, they can use it to calculate large digital numbers about salary, deal's money and finical budget and the balance of company. For students, it not only can do the basic calculate(plus, minus multiply and excepts),but also can do Index and other equations. That is to say it can help high middle school and primary school's courses. The special function is the free app can offer you a image about the equations. With this function, you can understanding the problem better and business trend will become more clearly . An calculator is a small, portable, usually i not expensive electronic device that used to perform the basic operations of arithmetic. Modern calculators are more portable than that on computers, though most PDAs are comparable to handheld calculators. The first solid state electronic calculator was created in the 1960s, building on the history of tools such as the abacus, developed at about 2000 BC; and the mechanical calculator that developed in the 17th century. It was developed in parallel with the analog computers of the day. In the 1970s, pocket-sized devices became available , become popular in the middle of 1970s as integrated circuits made their size and cost small. By the end of that decade, calculator prices have had reduced to a point where a basic calculator was affordable to most and they became very common in schools. Computer operating system as far back as early Unix has even some calculators have the ability to do computer algebra. Graphing calculators can be used to graph functions defined on the real line, or higher dimensional Euclidean space.
Course outline The sections we'll cover are 15.1-9, 14.5-6, and 16.1-10, plus possibly a little extra material if there's time; we'll go more or less in that order, but a few things may get juggled around compared to the book. A more detailed outline follows. Chapter 15 We'll start out with Chapter 15; the first few sections on double integrals are likely familiar from Math 126. Next come triple integrals; these are exactly like double integrals except with 1.5 times as many integrals, but actually setting up a triple integral over an arbitrary region of 3-dimensional space can be challenging, because of the difficulty in visualization compared to 2 dimensions. Rounding out Chapter 15 is the change of variables formula for double/triple integrals. This is the analogue of substitution for single-variable integrals, but there's now a more geometric flavor. With one-variable integrals, you only integrate over intervals, which are not very complicated geometrically, and so in that setting, substitution is usually just a way to turn difficult integrands into easier ones. With multiple integrals, the domain of integration can become complicated, and our goal with change of variables will generally be to transform it to a simpler one, rather than to transform the integrand. Chapter 14 Next come two sections about derivatives. The chain rule for single-variable functions says how to take the derivative of a composition of two functions, and we'll go over how to do the same thing for multivariable functions. The expressions that result can look confusing, but Stewart gives a nice way to organize them. Given a function of two variables, its two partial derivatives tell you its rate of change in the x and y directions. You might reasonably want to know the rate of change in a different direction, which we'll see how to do. The notion of gradient introduced here will turn out to be an important one, and we'll encounter it throughout the rest of the class. Chapter 16 This is where the really new and most interesting material is. We start by introducing vector fields, and the rest of the chapter is about doing calculus with them. Recall the fundamental theorem of calculus: the integral of f' over the interval [a,b] is f(b) - f(a). That is, you can compute an integral over the one-dimensional object [a,b] by looking at something on its boundary, just the two points a, b. Likewise, we'll see that Green's theorem and Stokes' theorem relate a double integral over a two-dimensional object to another integral over its boundary, which will be some one-dimensional curve. Then, the divergence theorem will relate a triple integral over a three-dimensional object to another integral over its boundary, which will be some two-dimensional surface. There are quite a few new ideas in this chapter, but they will all turn out to be interrelated, and often just different pieces of a single larger picture (although fully seeing this big picture will have to wait for future courses).
Math Calculations for Pharmacy Technicians Master the mathematical calculations necessary to become a CPhT and calculate drug dosages safely and accurately. Patient safety depends on the ability of healthcare professionals, especially those responsible for distribution of medication, to calculate medication dosages and doses. This program covers everything from basic math skills to reading and interpreting labels and physicians' orders, introducing key calculation and conversion concepts and then providing thousands of problems so you can practice and master the material. Other vital topics include conversions between the various measurement systems, reconstituting liquid medications, and calculating medications based on a patient's age or body weight. Learn calculation skills and develop the competencies needed by pharmacy technicians through step-by-step examples proving ways to make it easy to learn and remember how to do equations and use formulas. Pharmacy Technicians must learn this skill early in their studies and use it continuously throughout their careers. This program is intended to provide the basic – and not so basic – mathematical concepts that are applied to pharmacy. You will gain the knowledge to preform calculations for dispensing or administering medications in ambulatory care and inpatient arenas as well as basic accounting procedures used in retail and some hospital pharmacies. Actual drug labels accompany examples and problems, for real-world experience with the information you will see in pharmacy practice. You will be taught traditional methods of calculation as well as including other unique ways of obtaining correct calculations. Ultimately, we want to help you find the method that works best for you!
Other Materials Description Algebra I B, the second course in a two-semester series, continues to build on students' knowledge as they learn to solve systems of linear equations and inequalities. Assessments include self-check quizzes, audio tutorials, and interactive games. Students will study units that allow them to gain practical mastery in reading, writing, and evaluating mathematical expressions. Students will study topics including polynomials, factoring, quadratic functions, and radicals. The course concludes with a study of rational expressions
MATH 147 PRECALCULUS COURSE PURPOSE AND DESCRIPTION This course is de signed to help students acquire a solid foundation in algebra, inequalities /syllabus-of-prealgebra.html">preparing them for other courses such as calculus, and business calculus. To show students how algebra can model and solve authentic real –world problems. To enable students to develop problem-solving skills, while fostering critical thinking, within an interesting setting. COURSE TOPICS Upon completion of this course, each student will be able to understand: Ten-minute quizzes are short exercises designed to verify that you have learned the minimum baseline skills you need to succeed in this and later courses.* Grading: 60% D 68% D+ 70% C- 73% C 78% C+ 80% B- 83% B 88% B+ 90% A- 93% A IMPORTANT NOTE: If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. 1. No late homework assignments for any reason, three homework assignments with the lowest score will be dropped. No homework assignments will be accepted for the day that homework assignment is due and student does not attend the class, and due homework assignments will be collected ONLY at the beginning of class period. * 2. I will grade only selected problems from each homework assignments; you cannot depend on my grading of your homework assignments to discover your misunderstanding. Please, if you have any questions about your homework assignments, stop by my office and ask for help. 3. No make-up quiz or test. * 4. To earn full credit on all your homework assignments, quizzes, and tests you must show all your work step by step and not only the final answers. 5. No food in the class room.
Summary: With a visual, graphical approach that emphasizes connections among concepts, this text helps students make the most of their study time. The authors show how different mathematical ideas are tied together through their zeros, solutions, and x-intercepts theme; side-by-side algebraic and graphical solutions; calculator screens; and examples and exercises. By continually reinforcing the connections among various mathematical concepts as well as different solution meth...show moreods, the authors lead students to the ultimate goal of mastery and success in class. ...show less40 +$3.99 s/h Good Quality School Texts OH Coshocton, OH 2005-01-28 Hardcover Good Names on inside cover and numbers on bookedge; no other internal marking/highlighting
Vector Analysis Its unique programmed approach patiently presents the mathematics in a step-by-step fashion together with a wealth of worked examples and exercises. It also contains Quizzes, Learning Outcomes, and Can You? checklists that guide readers through each topic and reinforce learning and comprehension. Both students and professionals alike will find this book a very effective learning tool and reference. show more show less Partial Differentiation Application of Partial Differentiation Polar Coordinates Double and Triple Integrals Differentials and Line Integrals Vector Integration Curvilinear Coordinates Surface and Volume Integrals Vectors Vector Differentiation List price: $39.95 Edition: N/A Publisher: Industrial Press, Incorporated Binding: Book, Other Pages: N/A Size: 5.50
Course Description: Combinatorics is the part of mathematics concerned with discrete structures. This will be an introduction to enumerative combinatorics with an emphasis on theoretical aspects and proofs. Below is a rough outline of the topics to be covered (Chapters 1, 2, 4, 5 in the text). Homework: Homework will be assigned weekly and is due at the beginning of class on Thursday. Students must write up their own solutions. Working with other students is allowed, however, you must first attempt all problems on your own before discussing solutions with other students. Each student must write up their own solutions. Please indicate on your homework any sources that you used in preparing solutions (e.g. if another student helped with a solution, or you found the solution in a book). It is acceptable to use other sources besides the course notes and the text to aid your learning. However, using other student's homework solutions from previous courses, online homework solutions from courses at other universities, or copying the solutions out of books are unacceptable sources for preparing your homework, and violate the university's academic integrity policy. Students are encouraged to prepare homework solutions in LateX. Homework assignments can be found at the course website as well as information on preparing your homework in LateX. A file explaining how to prepare your homework can be found here. Homework assignments can be found here. Policy on Late Homework: No late homework will be accepted. The lowest homework score will be dropped. If you must miss a class on the day a homework is due, it is your responsibility to get the homework to me by the beginning of class on Thursday. Quizzes: There will be a weekly quiz at the beginning of class on Tuesday of every week. In each quiz, you will be asked one question, which will be to repeat a key definition, theorem, or formula from the previous week's lectures and readings. There will be no make-up quizzes. The two lowest quiz scores will be dropped. Exams: There will be two in-class midterm exams (February 21 and April 4), and an in-class final exam. The final exam will take place in the usual classroom from 8:00-11:00 AM, May 2nd. Grades: Grades will be based on Homework (25%), Quizzes (5%), Midterms (20% each), and Final Exam (30%). Grades are based on the following scale: A : (> 85%), B: (70-85 %) C: (60-70%) D-F: (<60%). Attendance: Students are expected to arrive on time, to contribute to group work and class discussions, and to stay until the class ends. Attendance at all meetings of the class is expected. Occasional absences will be approved if they meet University policies. Adverse Weather: Announcements regarding scheduled delays or the closing of the University due to adverse weather conditions will be broadcast on local radio and television stations and posted on the University homepage. Cell Phones: Pagers, cellular phones, iphones, jpods, laptops and other types of telecommunication equipment are prohibited from use during class. If you have a special need to have your phone on during class, please let me know. Academic Integrity Statement: Students are required to follow the NCSU policy . "Academic dishonesty is the giving, taking, or presenting of information or material by a student that unethically or fraudulently aids oneself or another on any work which is to be considered in the determination of a grade or the completion of academic requirements or the enhancement of that student's record or academic career.'' (NCSU Code of Student Conduct). The Student Affairs website has more information. Students with Disabilities: Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disabilities Services for Students at 1900 Student Health Center, Campus Box 7509, 515-7653. For more information on NC State's policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation (REG02.20.01). Class Evaluations: Online class evaluations will be available for students to complete during the last two weeks of class. Students will receive an email message directing them to a website where they can login using their Unity ID and complete evaluations. All evaluations are confidential; instructors will never know how any one student responded to any question, and students will never know the ratings for any particular instructors.
Last Updated: Section: This collection page contains all the GCSE resources from the Mathematics Enhancement Program (MEP) produced by CIMT. The resources are leveled, broken down into topic areas, and each topic area contains the following resources: Pupil Practice Book Activities Lesson Plans Mental Tests Overhead slides Revision Tests Teaching Notes Leveled Extra Exercises Please Note: The MEP GCSE course is divided up into four ability levels: Standard, Academic, Express and Special. Broadly speaking, Standard is equivalent to Foundation level, Academic are students who would have been entered for the old Intermediate tier and now would be borderline Foundation/Higher, Express is equivalent to Higher, and Special are Gifted and Talented mathematicians. For a comprehensive breakdown of which particular parts of each unit need to be covered for each of these ability levels, please see the individual Teaching Notes files which have been uploaded with each unit
"But why do I need math?" Now, using this series, give students a clear, definitive, and logical answer. Math is necessary to get the job done in most technical fields, including auto mechanics, electricity/electronics, and the building trades. Each video shows real-life problem situations solved by using practical math and actual computations on the screen. Use Introduction to Math in Technology as an overview and then progress to specific topics. At last...a program to help your students succeed in the world of technical math.Reading a Ruler: English and Metric Measurements In the first lesson, the different forms of English measurement are discussed and displayed as they would appear on a ruler. The viewer also learns how to understand fractions when measuring and how to find exact measurements using a ruler. The secon...(more details) DVD $79.95 DVD + 3-Year Streaming $119.93 3-Year Streaming $79.95 Area and Volume This video describes how to calculate the area of rectangles and other shapes-both geometrical and irregular-and how to determine the volume of a rectangular solid. Dramatized segments and computer animations focus on calculating lawn dimensions at a...(more details) DVD $69.95 DVD + 3-Year Streaming $104.93 3-Year Streaming $69.95 Surface Area and Volume Whether wallpapering a footlocker or filling a cylinder with corncobs, a knowledge of three-dimensional shapes is essential. This program demystifies the subjects of surface area and volume by sharing solid information backed up by the surface area f...(more details) DVD $99.95 DVD + 3-Year Streaming $104.93 3-Year Streaming $99.95 Measurement This video describes how to estimate costs of products and services, determine the circumference of an object and its effect on motion, and calculate area and volume. Dramatized segments and computer animations illustrate ways to use measurements tak...(more details) DVD $69.95 DVD + 3-Year Streaming $104.93 3-Year Streaming $69.95 Units, Perimeter, Circumference, and Area When it comes to measuring flat shapes, geometry generously provides a formula for every occasion. This program begins with an overview of how to convert English and metric units of measurement. Next, finding the perimeter of polygons is illustrated,...(more details)
Guys, I am in need of aid on subtracting exponents, sum of cubes, angle-angle similarity and angle-angle similarity. Since I am a beginner to Remedial Algebra, I really want to understand the basics of Remedial Algebra fully. Can anyone suggest the best resource with which I can start reading the fundamental principles? I have a class test next week. Hey brother. Let me tell you some thing, even mathematicians in this field sometimes are weak in a particular topic. Mathematics is such a vast subject, that it sometimes becomes impossible to excel every topic with equal ease. If you are facing problems with math slope worksheets, why don't you try Algebra Buster. This program has rescued many colleagues of mine and I have used it a couple of times as well. I was quiet happy with it. Hello there. Algebra Buster is really amazing! It's been months since I tried this software and it worked like magic! Algebra problems that I used to spend answering for hours just take me 4-5 minutes to answer now. Just enter the problem in the program and it will take care of the solving and the best thing is that it shows the whole solution so you don't have to figure out how did the software come to that answer. I am a regular user of Algebra Buster. It not only helps me complete my assignments faster, the detailed explanations offered makes understanding the concepts easier. I suggest using it to help improve problem solving skills. It's right here: Buy it and try it, if you don't are not impressed with it (which is highly improbable) then they even have an unquestionable money back guarantee. Try using it and good luck with your assignment.
"The Principles and Standards for School Mathematics," developed by the National Council of Teachers of Mathematics (NCTM), is designed to help educators, textbook publishers and school systems improve the quality of mathematics education and set goals for assessment criteria. There are 10 Standards. Five focus on Content: Number and Operations, Algebra, Geometry, Measurement, and Data Analysis. The other five focus on Process: Problem Solving, Reasoning and Proof, Communication, Connections, and Representation. It is important not only to master the traditional basics, but also the "expanded basics" such as data analysis. Reasoning skills are essential for resourceful problem solving and strategic thinking. Almost all MathStart books address the educational goals of more than one standard. However, we thought it would be more useful to highlight the one or two standards that each book most strongly addresses.
This new work by Wilfred Kaplan, the distinguished author of influential mathematics and engineering texts, is destined to become a classic. Timely, concise, and content-driven, it provides an intermediate-level treatment of maxima, minima, and optimization. Assuming only a background in calculus and some linear algebra, Professor Kaplan presents topics... more... Nonconvex Optimization is a multi-disciplinary research field that deals with the characterization and computation of local/global minima/maxima of nonlinear, nonconvex, nonsmooth, discrete and continuous functions. Nonconvex optimization problems are frequently encountered in modeling real world systems for a very broad range of applications including... more... Advances on Fractional Inequalities use primarily the Caputo fractional derivative, as the most important in applications, and presents the first fractional differentiation inequalities of Opial type which involves the balanced fractional derivatives. The book continues with right and mixed fractional differentiation Ostrowski inequalities in the univariate... more... What is the best way to photograph a speeding bullet? Why does light move through glass in the least amount of time possible? How can lost hikers find their way out of a forest? What will rainbows look like in the future? Why do soap bubbles have a shape that gives them the least area? By combining the mathematical history of extrema with contemporary... more... An easy-to-understand primer on advanced calculus topics Cal It covers intermediate... more... Enables readers to apply the fundamentals of differential calculus to solve real-life problems in engineering and the physical sciences Introduction to Differential Calculus fully engages readers by presenting the fundamental theories and methods of differential calculus and then showcasing how the discussed concepts can be applied to real-world... more...
Search Journal of Online Mathematics and its Applications: Journal of Online Mathematics and its Applications Tool Building: Web-based Linear Algebra Modules by David E. Meel and Thomas A. Hern Discussion of Eigenizer Tool Many students claim to have difficulty understanding the concepts of eigenvalues and eigenvectors (Meel, 1999b). One possible explanation for this difficulty could be that students typically associate eigenvalues and eigenvectors with a computational process and do not understand the geometric connections. So, how do we encourage students to begin to look beyond the computations and consider the geometry? We consider an associated cognitively-guided activity as the means of forcing students to come to grips with both the computational process and the underlying geometric relationship between eigenvalues and eigenvectors. Specifically, the activity integrates the capabilities of MATLAB (MATLAB, 1995) with the Eigenizer tool. By blending the 2D graphical examination of eigenvalues and eigenvectors through the Eigenizer tool with examination of higher dimensional eigenspaces through MATLAB, we lead students to explore eigenvalues and eigenvectors from multiple perspectives. This experience stimulated one student to make the following comment: I liked working with eigenizer and MATLAB simultaneously. That way, I could see what it would look like with l = 0 and l = a+bi. Also the eigenizer showed why an eigenvalue was (+) or (-) depending on which way the vectors pointed." Another student stated "I learned the most from the eigenizer project. The eigenizer helped you see that the formula was true, but you need to do the work in order to find all of the eigenvalues, not rely solely on the computer. Eigenizer needs to be able to do (3) vectors." Looking at the Eigenizer tool and its cognitively-guided activity as a whole, we see that students are being asked to look beyond the computations and understand the meanings behind the concepts eigenvalue, eigenvector, and eigenspace.
14 SOUTHERN BRANCH OF THE Subjects of Instruction. ARITHMETIC.-The fundamental processes of arithmetic are thoroughly considered, including common and decimal fractions, the metric system of weights and measures, simple and compound proportion, percentage, powers and roots. In this course Wentworth and Hill's High School Arithmetic is used as the text-book, supplemented by many practical problems. Required of first-year Normal students. 3 hours per week, first half-year; 2 hours per week, second half-year. ALGEBRA.-This course includes a thorough treatment of the fundamental operations ; use of brackets ; simple equations, factoring; highest common factor ; lowest common multiple ; simple and complex fractions ; involution and and evolution ; the theory of indices, with applications, surds (radicals), simple and compound, imaginary quantities ; quadratic equations ; equations in quadratic form ; simultaneous quadratic equations ; theory of quadratic equations ; indeterminate equations of the first degree ; inequalities; ratio, proportion, and variation; arithmetical, geometrical, harmonical progressions. Hall and Knight's Elementary Algebra is the text-book used. (a) Required of first year Normal students. 2 hours per week, first half-year ; 3 hours per week, second half-year. (b) Required of second-year Normal students. 2 hours per week throughout the year. PLANE GEOMETRY.-This course includes the general properties of regular polygons, their construction, perimeters, and areas; regular polygons and circles, with problems of construction ; maxima and minima, and methods for determining the ratio of the circumference to the diameter. The first five books of Wentworth's New Plane and Solid Geometry. Required of all third-year Normal students. 2 hours per week throughout the year. ENGLISH.-(a) This course consists of a thorough study of the more advanced principles of English grammar. It also includes elementary instruction in literature with abundant practice in simple composition. Required of first-year Normal students. 4 hours per week throughout the year.
However, it is sufficiently different from most modern approaches to the subject to be interesting for contemporary readers. Indeed, the choices made for setting out the curriculum, and the ... More About This Book However, it is sufficiently different from most modern approaches to the subject to be interesting for contemporary readers. Indeed, the choices made for setting out the curriculum, and the details of the techniques Euler employs, may surprise even expert readers. It is also the only mathematical work of Euler which is genuinely accessible to all. The work opens with a discussion of the nature of numbers and the signs + and -, before systematically developing algebra to a point at which polynomial equations of the fourth degree can be solved, first by an exact formula and then approximately. Euler's style is unhurried, and yet rarely seems long wind
Description What would you like to do with your life? What career would allow you to fulfill your dreams of success? If you like mathematics-and the prospect of a highly mobile, international profession-consider becoming an actuary. Szabo's Actuaries' Survival Guide, Second Edition explains what actuaries are, what they do, and where they do it. It describes exciting combinations of ideas, techniques, and skills involved in the day-to-day work of actuaries. This second edition has been updated to reflect the rise of social networking and the internet, the progress toward a global knowledge-based economy, and the global expansion of the actuarial field that has occurred since the first edition. Includes details on the new structures of the Society of Actuaries' (SOA) and Casualty Actuarial Society (CAS) examinations, as well as sample questions and answers Presents an overview of career options, includes profiles of companies & agencies that employ actuaries. Provides a link between theory and practice and helps readers understand the blend of qualitative and quantitative skills and knowledge required to succeed in actuarial exams Includes insights provided by over 50 actuaries and actuarial students about the actuarial profession Author Fred Szabo has directed the Actuarial Co-op Program at Concordia for over fifteen years Recommendations: Save 26.7% Save 4.77% Save 6.13% Save 30.83
Math for Health Care Professionals 9781401858032 ISBN: 1401858031 Pub Date: 2004 Publisher: Thomson Learning Summary: Math for Health Care Professionals is a comprehensive, foundational resource that is equally effective in the classroom or for self-study. It assumes no prior knowledge of mathematics or health care but merges the two topics into the capstone of a complete learning package, including a student workbook. While the fundamentals of mathematics are a foundation to this book, their application to health care is emphasized.... Drug dosages, intake and output, weights and measures, temperatures, IV drip rates, and conversions are a focus, and illustrations of syringes, prescriptions, medication labels, IV bags, and I and O charts allow the reader to practice real-life health care skills requiring mathematics
Oxford GCSE Maths for Edexcel will help your students get top Edexcel GCSE maths results, offering a choice of four levelled student books, allocating just one single highly-focused text to each student for the whole course. Learning Becomes simpler, more strongly targeted, and therefore more successful for all students. This is what teachers say: "The four book approach has made a real difference to our school's GCSE results. They make it easy to focus learning for each individual student, helping them achieve their maximum potential. This has not only helped many more of our students to achieve that all-important C grade, but has also helped many GCSE maths students who would have got a C to go on to get a B." Features Offers the best possible chance to help more of your students achieve that all-important C grade Highly effective strategies to improve all students' grades, including stretch and challenge The Edexcel GCSE maths course that's really simple and manageable right from the start, with one focused book per student Slimmer student books are easier to carry and more cost effective, and with less irrelevant material to wade through, are less daunting for students Download more information about the classroom practicalities of teaching the new curriculum. You can also download a grid matching the content of Oxford GCSE Maths for Edexcel New 2010 Edition to the APP Levelled Assessment Criteria. This will be useful for any school, but particularly for schools who want to start teaching GCSE Maths in Year 9
This course is for students not ready for college level mathematics and covers the pre-algebra through intermediate algebra mathematics skills needed for college level mathematics courses. The course is delivered in a lab setting allowing students to progress at their own level with the aid of an on site instructor. The class is organized into three distinct levels of Arithmetic, Beginning Algebra, and Intermediate Algebra with the student required to complete each segment in sequence. Arithmetic topics include concepts and topics of the real number system: including numeric operations, decimals, exponents, radicals, integers, ratios, proportions, fractions, factors, prime numbers, and numeric story problem applications. Beginning Algebra topics include: power numbers, radicals, logarithms, rational expressions, linear properties, graphs, ordered pairs, relations, polynomial factoring, functions, solutions to linear and systems of two equations. Intermediate Algebra topics include determinants, complex, distance and slope, relating data to equation type, application formulas, and application story problems. This course may be repeated as necessary. STUDENTS PLEASE NOTE: Students who successfully complete this course will not receive credits toward graduation; the grade earned in the class is not included in the student's grade point average. Three (3) credits are included in determining fees and financial aid eligibility, however. For a more complete description of a class with a 0XX number, students should refer to the "Academic Information" section of this catalog under "Course Numbering System". This course is intended for AAS-degree students enrolled in vocational programs who are not planning to transfer to other degree programs or institutions. This course is a basic mathematics course for developing mathematics skills through introductory algebra as they relate to technical programs. This course includes measurement systems, use of measuring tools, as well as development of area and volume concepts with respect to technical applications. STUDENTS PLEASE NOTE: This course may be used to satisfy degree and graduation requirements in Associate of Applied Science (A.A.S.) degrees. It can also be used as 'free' or 'elective' credits in a Bachelor of Applied Science (B.A.S.) degree; but it cannot be used to satisfy any other requirements for a B.A.S. degree. It cannot be used to satisfy any degree or graduation requirements for an associate of science, an associate of arts, a Bachelor of Arts or a Bachelor of Science degree. This course surveys a wide variety of topics including: properties and theorems of the real and complex number systems, the function concept including inverse functions, graphing techniques, linear, quadratic, polynomial, exponential, and logarithmic functions, solving systems of equations in two or more variables using matrices, determinants, and matrix algebra. The development of problemsolving skills is emphasized. The topics included in this course are directly related to elementary mathematics education. The specific number topics included in this course include: numeral system, problem solving, set theory foundation of the real number system, arithmetic algorithms, statistics, probability, and algebra notations. The specific geometry topics include: plane and solid shape classification and properties, congruence, similarity, symmetry, trigonometry, measurement, and transformations. This course surveys a wide variety of topics including sets and logic, mathematical patterns, number systems, number theory, algebra, geometry, probability and statistics. The development of problemsolving skills is emphasized. A planned and supervised work-learning experience in industry, business, government, or community service agencies related to the University program of study. Prerequisites: Two semesters of attendance at Montana State University-Northern, approval of advisor, Dean of the College of Education, Arts and Sciences, Nursing, and cooperative education coordinator Pass/Fail only This course does not meet the MSU-Northern General Education Core Mathematics (CAT II) requirement.. Use of computers in the classroom focusing on software systems in current use in University and public school situations. The software systems studied are used primarily in science and mathematics but are also adapted for use in developing communication skills.
Pre-Algebra and Algebra Curriculum There is a great deal of discussion about math concepts and uses, historical development, famous mathematicians, problem solving, and personal significance. There is also a good amount of written work, some games, and some projects. There is about 20 minutes of concentrated math homework every night. There are two (or more) different levels of math, since the class comprises both seventh and eighth grade students. Necessary Materials: (1) 3-ring binder with 5 dividers College rule paper (Don't put it all in your binder at once! Keep a reasonable constant supply in your binder.) Two good quality mechanical pencils (0.5mm preferred) One (or more) engineering computation pad (graph paper, green tint) One big eraser One Texas Instruments 83 or 84 calculator The expectations for this class are high. Participation is an integral part of the learning process. Respect for the ideas of others, and comments relevant to the topic at hand are crucial. Occasional appropriate humor is appreciated. Written work must have name, date, and assignment, and be neat, organized, and complete. All steps must be shown and answers labeled when necessary. Students are required to keep their math work in a 1.5" 3-ring binder with dividers and will be developing their own portfolio for the class. The difference between the Notebook and Portfolio is simple. The Notebook is the Portfolio in progress. The Notebook serves as an organizational and study tool. The Portfolio is a collection and a showcase of what the student has accomplished throughout the year. Study for exams and quizzes is accomplished through the use of a very special and quite effective method developed by the teacher. This specific study method requires the use of the portfolio and a lot of scratch paper. Students are allowed to use a 3"x5" index card with handwritten notes or formulas (both sides) on each exam. Grading: 30% Exams; 70% Homework, Quizzes, Projects, etc. The 7th/8th graders will be divided into two math levels according to prior math skills, moving through the topics at a flexible pace in order to master them. Topics will likely include some (but not all) of the following: • Variables • Functions • Graphs • Rational numbers • Real numbers • Lines and slopes • Ratios and proportions • Powers and roots • Quadratic Equations • Polynomials • Factoring • Geometry topics There is no limit to the math a student may learn in this course. If a student progresses more quickly through the material, and would like to move ahead, the teacher has the ability to mentor an individual student through trigonometry, pre-calculus, calculus, linear algebra, multi-variable or vector calculus, or differential equations. In addition to these objectives, the class has the flexibility to pursue topics of interest at appropriate times. All students also have the option to participate in the Santa Cruz County Math Contest
Find an El Portal, FLIt is here that algebra gets exciting. There are various techniques to learn. these are the properties of numbers, like distribution commutative property and the associative property. Later functions, both linear and quadratic, are introduced.
Algebra for College Students This book provides a comprehensive coverage of intermediate algebra to help students prepare for precalculus as well as other advanced math. The ...Show synopsisThis book provides a comprehensive coverage of intermediate algebra to help students prepare for precalculus as well as other advanced math. The material will also be useful in developing problem solving, critical thinking, and practical application skills. Real World Data and Visualization is integrated. Paying attention to how mathematics influences fine art and vice versa, the book features works from old masters as well as contemporary artists
Reading technical material does not come easily. It takes practice and dedication to get the most out of it, just as it does to get the most out of James Joyce or Toni Morrison. As time goes on, you should find it getting easier and easier. In the meanwhile, keep these suggestions in your book and re-read them frequently. Expect reading to take time. You should spend as much time on your reading assignments as you do on your homework. Reading the text well will make class more meaningful and your homework easier. (Reading the text "well" does not mean understanding everything you've read.) Pay attention to graphs and tables. Graphs and tables are part of the reading. Make sure that if the text refers to a table, you understand where the authors get their results from. Read with pencil, paper, and calculator. Check all the authors' calculations. If they ask you to do something, do it!!!! If you don't understand how they get from one sentence to the next, they probably left out some details. Try to figure them out!Don't write too much in your book, because it will become cluttered and hard to re-read or study from. Try reading aloud. Sometimes, a sentence will make no sense to you. Often, you simply need to read it aloud. Reflect. Periodically pause and reflect on what you've read. How does it fit together? How does it tie in with subjects we've discussed in the past? Why is it important? Make a list of questions. As you're reading, on a separate sheet of paper, make a list of questions. Then go back and re-read, and try to figure out the answers to your questions. Re-read each section. Math prose is not light reading, and you will need to re-read it to get the most out of it. It's also important to re-read each section after we discuss it in class, as well as before. You'll find that by doing this, you reach a much deeper understanding of the material.
Technical Mathematics with Calculus, 6th Edition This text is designed to provide a mathematically rigorous, comprehensive coverage of topics and applications, while still being accessible to students. Calter/Calter focuses on developing students' critical thinking skills as well as improving their proficiency in a broad range of technical math topics such as algebra, linear equations, functions, and integrals. Using abundant examples and graphics throughout the text, this edition provides several features to help students visualize problems and better understand the concepts. Calter/Calter has been praised for its real-life and engineering-oriented applications. The sixth edition of Technical Mathematics has added back in popular topics including statistics and line graphing in order to provide a comprehensive coverage of topics and applications—everything the technical student may need is included, with the emphasis always on clarity and practical applications. WileyPLUS, an online teaching and learning environment that integrates the entire digital text, will be available with this edition. for Technical Mathematics with Calculus, 6th Edition. Learn more at WileyPLUS.com Clarity of presentation: This is the feature most mentioned by reviewers, and has obvious benefits to students and instructors. Technical Applications: The technical applications provide motivation for the student and examples for an instructor who may not have a technical background. Additionally, an Index to Applications aids in finding applications in a particular field, such as electrical technology. Estimation: Shows a student whether an answer is reasonable or not reasonable. They show common pitfalls for both student and instructor and are flagged and boxed, wherever appropriate. Formulas: Formulas used in the text are boxed and numbered, and listed in the Appendix as the Summary of Facts and Formulas. Writing, Projects, Internet: Every chapter concludes with a section of optional enrichment activities. Many students are attracted to the magic and history of mathematics and welcome a guided introduction into this world. These writing questions aim to test and expand a student's knowledge of the material and perhaps explore areas outside of those covered in class while team projects foster "collaborative learning."
Mrs. Valentine's Homework Page Algebra/Math A10 - Homework is a very important part of any math class. The only way to learn math is to do math. When I collect papers and correct them, I will leave comments on them to aid the students in their learning. Encourage your child to look these notes over. It is their job to learn from their errors and not repeat them. I also use homework to determine if any re-teaching needs to be done. If I find that a class is weak in a specific area, I will re-teach that concept. On the same note, if I find no errors I will know that we are ready to go on or be tested. I sometimes find that students will not hand in papers that are not perfect if they are struggling with it, trying to hide their weaknesses from me. This is not a good idea; if I think that all is well, I will not readdress issues that your child may need to have readdressed. In math, much like life, we learn from our errors. Math 12X - Homework will be assigned and opportunities for getting help on errors will be during class time. This time is very important and students should be sure to use the time to get their problems straightened out. In college, professors seldom collect homework. It is the student's responsibility to do the homework, correct the homework and seek assistance when necessary. I am hoping that using this format will help prepare your child for an easier transition to the collegiate level.
GIS offers its students a rigorous and challenging mathematics curriculum that is reviewed and updated on a regular basis to keep up with the latest developments in math education.The mathematics curriculum at GIS is aligned with California Mathematics Academic Content Standards. During their years at GIS, students learn skills in the following strands of mathematics: number sense, geometry, measurement, statistics, algebra, probability and problem solving. Grades K-2 Students in K-2 use Saxon Math, a research-based program that encourages students to develop a deeper understanding of concepts and the ways in which they may be applied. Newly taught concepts are further reviewed through hands-on activities that enable students to make connections, justify answers and communicate their understanding of the material. Students are introduced to new concepts daily, while old concepts are consistently reviewed and practiced throughout the duration of the term. This approach ensures that students develop and retain their understanding of these concepts and are able to apply them in real-world situations. Grades 3-6 Students in 3rd to 6th grades make use of the Scott Foresman-Addison Wesley mathematics textbook set. This program focuses on developing a clear understanding of concepts and math skills. It also works to enhance questioning strategies, problem-solving skills, and provides students with opportunities to extend their understanding through reading and writing connections. Students are also able to access their textbook online and benefit from additional examples, practice problems, and sample tests. Scott Foresman-Addison Wesley textbooks follow National Council of Teachers of Mathematics (NCTM) standards. Grade 7-8 7th and 8th graders follow the Prentice Hall Mathematics textbooks for Pre-Algebra and Algebra 1, respectively. This curriculum aims to develop conceptual understanding of key algebraic ideas and skills. Regular and varied skill practice allows students to increase their proficiency and success. Students are also able to make use of online resources that supplement the course, including the homework video tutor, lesson quizzes and chapter tests. In 8th grade, students are grouped into two levels based on their readiness for Algebra 1. The same material is covered in the two groups, but the pacing, level of support and difficulty are different among the two. Students in Level 1, who complete a review of all Algebra 1 concepts, are ready to take higher-level math courses in high school (i.e. Algebra 2 or Geometry).
CliffsQuickReview course guides cover the essentials of your toughest classes. Get a firm grip on core concepts and key material, and test your newfound knowledge with review questions. From planes, points, and postulates to squares, spheres, and slopes — and everything in between — CliffsQuickReview Geometry can helpThis is an essentially self-contained book on the theory of convex functions and convex optimization in Banach spaces, with a special interest in Orlicz spaces. Approximate algorithms based on the stability principles and the solution of the corresponding nonlinear equationsaredeveloped in this text.A synopsis of the geometry of Banach spaces, aspects... more... This is the perfect introduction for those who have a lingering fear of maths. If you think that maths is difficult, confusing, dull or just plain scary, then The Maths Handbook is your ideal companion. Covering all the basics including fractions, equations, primes, squares and square roots, geometry and fractals, Dr Richard Elwes will lead you gently... 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 colors. more... Tips for simplifying tricky operations Get the skills you need to solve problems and equations and be ready for algebra class Whether you're a student preparing to take algebra or a parent who wants to brush up on basic math, this fun, friendly guide has the tools you need to get in gear. From positive, negative, and whole numbers to fractions, decimals,... more...
Pre-algebra Topics include a review of whole numbers, fractions, and decimals, a complete development of percent, ratio/proportion, exponents, order of operations, integers, the use of variables, and simple equation solving. Course is graded on a pass/no pass basis. Prerequisites: Designated placement test score as shown on current indicator chart and RD20. A scientific calculator is required. Course does not transfer. Fundamentals of Algebra I Beginning algebra introduces the study and application of real numbers, operations with real numbers, exponents, order of operations with linear expressions, mathematical modeling, solving linear equations, methods of problem solving, slope, graphs of lines, equations of lines, and systems of linear equations. Working with real data, formulas, and applications will be stressed. Course is graded on a pass/no pass basis. Prerequisites: MTH20 and RD30 or designated placement test score as shown on current indicator chart. A scientific calculator is required. There is a significant online component in this class. Course does not transfer. Applied Technical Math Introduces the study and application of algebra topics and applications of real numbers in work-related settings for occupations requiring professional-technical training. The use of real numbers, exponents, number notation, manipulation of formulae, ratio, proportion, and percentage applications for calculating and solving various situational applications for rates of change, slope, proportional relationships and unit analysis will be emphasized. Course is graded on a pass/no pass basis. Prerequisites: MTH20 and RD30 or designated placement test score as shown on current indicator chart. A scientific calculator is required, and there is a significant online component in this class. Course does not transfer. Fundamentals of Algebra II Includes the study and application of exponents, polynomials, factoring rational expressions and equations, and inequalities. Course is graded A through F. Prerequisites: MTH60 and RD30 or designated placement test score as shown on current indicator chart. A scientific calculator is acceptable, but a graphing calculator is recommended. There is a significant online component in this class. Course does not transfer. Fundamentals of Algebra II Recitation Designed for students needing additional help with MTH65. Course is optional. Includes the study and application of exponents, polynomials, factoring, and rational equations and functions. Graded on a pass/no pass basis. Prerequisites: Concurrent enrollment in MTH65. A scientific calculator is required. Course does not transfer. Intermediate Algebra, Part I Designed for students who need a slower pace for MTH95. Introduces the study and application of functions and radical expressions and equations. Course is graded A through F. Satisfactory completion of both MTH93 and MTH94 is equivalent to MTH95. Prerequisite: MTH65, Part II Designed for students who need a slower pace for MTH95. Introduces the study and application of quadratic, exponential, and logarithmic expressions and functions. Course is graded A through F. Satisfactory completion of both MTH93 and MTH94 is equivalent to MTH95. Prerequisite: MTH93 Topics include the basics of functions and the study of applications of radical, rational, exponential, and logarithmic functions and equations. Course is graded A through F. Prerequisites: MTH65 and RD30 or designated placement test score as shown on current indicator chart. A graphing calculator is required (instructor will be using the TI-83 or TI-84 graphing calculator in class) and there is a significant online component in this class. Intermediate Algebra Recitation Designed for students needing additional help with MTH95. Course is optional. Includes review of MTH65 material, using a graphing calculator, and focuses on topics and concepts of particular difficulty presented in MTH95. Graded on a pass/no pass basis. Prerequisite: Concurrent enrollment in MTH95. A graphing calculator is required (instructor will be using the TI-83 or TI-84 graphing calculator in class). Course does not transfer. Introduction to Contemporary Mathematics Designed for liberal arts students. Includes the study and application of logic and reasoning, problem solving, set theory, geometry, probability, statistics, and math of finance. May also include number theory, systems of equations and inequalities, matrices and determinants, counting theory, and numeration systems. Prerequisite: MTH95. A scientific or graphing calculator is required (instructor will be using the TI-83 or TI-84 graphing calculator in class). There is a significant online component in this class. College Algebra Topics include graphing polynomials, rational and inverse functions, systems of equations, zeros of polynomials, exponential and logarithmic functions, and conic sectionsCollege Algebra Recitation This is an optional course that can be taken concurrently with MTH111. Provides additional help with MTH111 concepts. Reviews MTH95 material and using the graphing calculator, and covers the topics and concepts of particular difficulty presented in MTH111. Prerequisites: MTH95 or appropriate placement test score and concurrent enrollment in MTH111. Elementary Functions Covers trigonometryElementary Functions Recitation This is an optional course that can be taken concurrently with MTH112. Provides additional help with MTH112 concepts. Reviews MTH95 material and using the graphing calculator, and covers the topics and concepts of particular difficulty presented in MTH112. Graded on a pass/no pass basis. Prerequisites: MTH95 or appropriate placement test score and concurrent enrollment in MTH112. Special Studies in Mathematics Fundamentals of Elementary Math I II III w/Lab Presents various topics in mathematics designed to create an understanding andProbability and Statistics w/Lab Descriptive statistics covering the nature and presentation of data, measures of central tendency, probability and probability distributions (normal and binomial), confidence intervals, sample sizes, and tests of hypotheses. Course is graded A through F. Prerequisites: MTH95 and RD30 or designated placement test score as shown on current indicator chart; a graphing calculator is required (instructor will be using the TI-83 or TI-84 graphing calculator in class). There is a significant online component in this class. Inferential Statistics Covers inferential statistics with an emphasis on applications. Topics include: review of estimation, hypothesis testing, correlation and regression, inferences using Chi-square, the F distribution, and one-way and two-way ANOVA. Course is graded A through F. Dual numbered as BA282. Prerequisites: MTH243; a graphing calculator is required (instructor will be using the TI-83 or TI-84 graphing calculator in class); and CS125ss (one-credit version) highly recommended. There is a significant online component in this class. Calculus I (Differential) w/Lab Topics include limits, the derivative, and applications. Course is graded A through F. Prerequisites: MTH111 and MTH112 or designated placement test score as shown on current indicator chart. A computer lab is required. A graphing calculator is also required (the TI-83, TI-84, TI-89 or TI-92 graphing calculators are recommended) There is a significant online component in this class. Calculus II (Integral) w/Lab Topics include techniques of integration and applications and transcendental functions. Course is graded A through F. Prerequisites: MTH251Calculus III w/Lab Topics include infinite series, polar coordinates, conics, parametric equations, and introduction to vectors. Course is graded A through F. Prerequisites: MTH252Vector Calculus w/Lab Topics include integration and differentiation of multivariable functions and vector calculus. Course is graded A through F. Prerequisites: MTH253Differential Equations w/Lab First course in ordinary differential equations for science, mathematics, and engineering students. Includes first order differential equations, linear second order differential equations, and higher order linear differential equa-tions, with applications. Additional topics include Laplace transforms, series solutions of linear differential equa-tions, and systems of differential equations, with applications. A computer lab is required. Prerequisite: MTH253 or instructor approval. A graphing calculator is also required (the TI-83, TI-84, TI-89 or TI-92 graphing calculators are recommended). Linear Algebra w/Lab Topics include line vectors, n-tuples, algebra of matrices, vector spaces, and linear transformations. Offered on demand only. Course is graded A through F. Prerequisite: MTH252. A computer lab is required. A graphing calculator is also required (the TI-83, TI-84, TI-89 or TI-92 graphing calculators are recommended). Cooperative Work Experience/Mathematics
Pre-Calculus Part B covers the major units of Introductory Trigonometry and Graphs, Trigonometric Equations and Identities, Analytical Trigonometry, Sequences and Series, Conic Sections and an Introduction to Calculus. A focus is also on graphing functions by hand and understanding and identifying the parts of a graph.
For each of these sections, the measurable outcomes are described below. Specifically, a student successfully completing 16.901 will be able to: Integration Methods for ODE's (a) Describe the Adams-Bashforth, Adams-Moulton, and Backwards Differentiation families of multi-step methods; (b) Describe the form of the Runge-Kutta family of multi-stage methods; and (c) Explain the relative computational costs of multi-step versus multi-stage methods. (a) Explain the concept of stiffness of a system of equations, and (b) Describe how it impacts the choice of numerical method for solving the equations. (a) Explain the differences and relative advantages between explicit and implicit methods to integrate systems of ordinary differential equations; and (b) For nonlinear systems of equations, explain how a Newton-Raphson can be used in the solution of an implicit method. (a) Define a convergent method; (b) Define a consistent method; (c) Explain what (zero) stability is; and (d) Demonstrate an understanding of the Dahlquist Equivalence Theorem by describing the relationship between a convergent method, consistency, and stability. Determine if a multi-step method is stable and consistent. (a) Define global and local order of accuracy for an ODE integration method, (b) Describe the relationship between global and local order of accuracy, and (c) Calculate the local order of accuracy for a given method using a Taylor series analysis. (a) Define eigenvalue stability, and (b) Determine the stability boundary for a multi-step or multi-stage method applied to a linear system of ODE's. Recommend an appropriate ODE integration method based on the features of the problem being solved. Implement multi-step and multi-stage methods to solve a representative system of ODE's from an engineering application. Finite Difference and Finite Volume Methods for PDE's (a) Define the physical domain of dependence for a problem, (b) Define and determine the numerical domain of dependence for a discretization, and (c) Explain the CFL condition and determine the timestep constraints resulting from the CFL conditions. Determine the local truncation error for a finite difference approximation of a PDE using a Taylor series analysis. Explain the difference between a centered and a one-sided (e.g. upwind) discretization. Describe the Godunov finite volume discretization of two-dimensional convection on an unstructured mesh. Perform an eigenvalue stability analysis of a finite difference approximation of a PDE using either Von Neumann analysis or a semi-discrete (method of lines) analysis. Implement a finite difference or finite volume discretization to solve a representative PDE (or set of PDE's) from an engineering application. Finite Element Methods for PDE's (a) Describe how the Method of Weighted Residuals (MWR) can be used to calculate an approximate solution to a PDE, (b) Describe the differences between MWR, the collocation method, and the least-squares method for approximating a PDE, and (c) Describe what a Galerkin MWR is. (a) Describe the choice of approximate solutions (i.e. the test functions or interpolants) used in the Finite Element Method, and (b) Give examples of a basis for the approximate solutions in particular including a nodal basis for at least linear and quadratic solutions. (a) Describe how integrals are performed using a reference element, (b) Explain how Gaussian quadrature rules are derived, and (c) Describe how Gaussian quadrature is used to approximate an integral in the reference element. Explain how Dirichlet and Neumann boundary conditions are implemented for Laplace's equation discretized by FEM. (a) Describe how the FEM discretization results in a system of discrete equations and, for linear problems, gives rises to the stiffness matrix; and (b) Describe the meaning of the entries (rows and columns) of the stiffness matrix and of the right-hand side vector for linear problems. Probabilistic Methods Note: all students are expected to have a thorough understanding of probability, random variables, PDF's, CDF's, mean (expectation), variance, standard deviation, percentiles, uniform distributions, normal distributions, and x2-distributions from the prerequisite coursework. Describe how to modify Monte Carlo sampling from uniform distributions to general distributions. (a) Describe what an unbiased estimator is; (b) State unbiased estimators for mean, variance, and probability; and (c) State the distributions of these unbiased estimators. (a) Define standard error; (b) Give standard errors for mean, variance and probability; (c) Place confidence intervals for estimates of the mean, variance, and probability; and (d) Demonstrate the dependence of Monte Carlo convergence on the number of random inputs and the number of samples using the above error estimates. (a) Describe stratified sampling for single input and multiple inputs, (b) Describe Latin Hypercube Sampling (LHS), and (c) Describe the benefits of LHS for nearly linear outputs in terms of the standard error convergence of the mean with the number of samples. (a) Describe the Response Surface Method (RSM); (b) Describe the construction of a response surface through Taylor series, Design of Experiments with the least-square regression, and random sampling with least-squares regression; and (c) Describe the R2 -metric, its use in measuring the quality of a response surface, and its potential problems. Homework Problems A homework problem will be given at the end of most regular lectures and will be due at the beginning of the next class. These homework problems are intended to take 1-2 hours to complete. The individual homework sets will be graded on the following scale: 3: A complete solution demonstrating an excellent understanding of the concepts. 2: A complete solution demonstrating an adequate understanding of the concepts, though some minor mistakes may have been made. 1: A complete or nearly-complete solution demonstrating some understanding of the concepts, though major mistakes may have been made. 0: A largely incomplete solution or no solution at all. Note: the individual homework grades will only be integer values. At the end of the semester, the highest 2/3's of the grades received in the homeworks will be averaged to determine an overall homework letter grade. Roughly, the following ranges will be used. A: 2.5-3; B: 2-2.5; C: 1.5-2; D: 1-1.5; F: 0-1. Projects Currently, three programming projects are planned for this semester (one for each section of the course except the ODE section). The projects will focus on applying numerical algorithms to aerospace applications. The programming is highly recommended to be done in Matlab®. The expected due dates for the projects are as follows. Projects Table PROJECTS DUE DATES Project 1 Lecture 16 Project 2 Lecture 30 Project 3 Lecture 38 The project assignments will be distributed at least one week prior to the due dates. No homeworks will be given during the week the projects are due. Each project will be assigned a letter grade based on the standard MIT letter grade descriptions (see Course Grade). Homework and Project Collaboration While discussion of the homework and projects is encouraged among students, the work submitted for grading must represent your understanding of the subject matter. Significant help from other sources should be noted. Oral Exams There will be a mid-term and final oral exam. The mid-term oral exam will be held between Lecture 20 and Lecture 21. The final oral exam will be held during Final Exam Week. I will schedule the mid-term oral exam by the end of February based on preferences from each student. I will schedule the final oral exam once the final exam schedule for the institute has been published. Each oral exam will be assigned a letter grade based on the standard MIT letter grade descriptions (see Course Grade). Course Grade The subject total grade will be based on the letter grades from the homework, projects, and oral exams. Roughly, the weighting of the individual letters grade is as follows: Grading Criteria ACTIVITIES BREAKDOWN Homework Letter Grades 1/8 of the Subject Total Grade Project Letter Grades Each Project is 1/8 of the Total Grade Oral Exam Letter Grades Each Exam is 1/4 of the Total Grade For the subject letter grade, I adhere to the MIT grading guidelines which give the following description of the letter grades: A: Exceptionally good performance demonstrating a superior understanding of the subject matter, a foundation of extensive knowledge, and a skillful use of concepts and/or materials. B: Good performance demonstrating capacity to use the appropriate concepts, a good understanding of the subject matter, and an ability to handle the problems and materials encountered in the subject. C: Adequate performance demonstrating an adequate understanding of the subject matter, an ability to handle relatively simple problems, and adequate preparation for moving on to more advanced work in the field. D: Minimally acceptable performance demonstrating at least partial familiarity with the subject matter and some capacity to deal with relatively simple problems, but also demonstrating deficiencies serious enough to make it inadvisable to proceed further in the field without additional work. Textbooks Notes will be distributed. Reference texts will be recommended for specific topics as needed
Description Synopsis: Many people are interested in mathematics, but do not have any partcular skill in its techniques. "Mathematics To Do – a recreational mathematics book" was written for a group of such people whose only skill was the ability to use a calculator. The topics covered can enrich the knowledge of anyone from the age of about 15 years to 85, mathematician or not, so long as they have an enquiring mind. As the title of the book suggests, you will learn by doing, not just by reading. See for a summary of the book's contents, and an idea of its style.—— About the Author: Chris O'Donoghue, author of "Mathematics To Do", was a school teacher, specialising in mathematics. When he retired, free from the constrains of syllabuses, he explored many interesting topics which he presented to a group of students over the course of a year. He does not regard himself as a particularly gifted mathematician, and so understands how the subject needs to be kept simple.—— Recommendations: Save 18.82% Save 17.99% Save 18.61% Save 25.58% Save 27.08
Originally Broadcast 8/28/09Running Time: 21 min Part 1: Introductions, Goals and Overview First day of the statewide Algebra for All train the trainers event developed by the Michigan Mathematics and Science Centers Network in order to improve math skill among Michigan students. This segment (1 of 9) focuses on Introductions and orientation to the course. PowerPoint review of course content and participant expectations.
Extent: Availability: Sample chapters for download About the book In line with the SACSA Framework for Middle Years Mathematics and the R-7 SACSA Mathematics Teaching Resource. Click here for a copy of the Correlation Chart (Year 7) Covers the basic skills Easy to read Clear examples Well graded questions Interactive student CD This book presents the basic skills of Mathematics appropriate for Year 7 students. The content and order of chapters is similar to the content and structure of Mathematics for Year 7 second edition also published by Haese Mathematics. Topics are presented in double-page spreads and attention has been paid to sentence length and layout to ensure that the book is easy to read for students. There is good coverage of core skills and concepts, clear worked examples and well graded exercises. Review sets appear at the end of each chapter. The book offers a sound foundation in mathematics in preparation for secondary level education. The interactive Student CD By clicking on the CD-link icon, students can access a range of interactive features, including: spreadsheets video clips graphing and geometry software worksheets computer demonstrations and simulations The CD is ideal for independent study. Students can revisit concepts taught in class and also discover new ideas for themselves. It is fantastic for demonstrations and simulations. The CD also contains the text of the book – students can leave the textbook at school and keep the CD at home to save carrying a heavy textbook to and from school each day. Table of contents 1 WHOLE NUMBERS 8 1 Our number system 8 2 Operations with whole numbers 10 3 Problem solving with whole numbers 12 4 Rounding and approximation 14 5 One million and beyond 16 6 Number opposites 18 7 Review of chapter 1 20 2 NUMBER PROPERTIES 22 8 Number operations and their order 22 9 Factors of natural numbers 24 10 Multiples and divisibility rules 26 11 Powers of numbers 28 12 Square and cube numbers 30 13 Problem solving methods 32 14 Review of chapter 2 34 3 SHAPES AND SOLIDS 36 15 Points and lines 36 16 Angles 38 17 Angles of a triangle and quadrilateral 40 18 Polygons 42 19 Classifying triangles and quadrilaterals 44 20 Constructing a triangle and bisecting angles 46 21 90° and 60° angles and Circles 48 22 Polyhedra and nets of solids 50 23 Drawing solids 52 24 Review of chapter 3 54 Review of chapters 1, 2 and 3 56 4 FRACTIONS 58 25 Representation of fractions 58 26 Equivalent fractions and lowest terms 60 27 Fractions of quantities 62 28 Fraction sizes and types 64 29 Adding and subtracting fractions 66 30 Multiplying fractions 68 31 Problem solving with fractions 70 32 Review of chapter 4 72 5 DECIMALS 74 33 Representing decimals 74 34 Place value 76 35 Rounding decimal numbers 78 36 Ordering decimals 80 37 Adding and subtracting decimals 82 38 Multiplying and dividing by powers of 10 84 39 Multiplying decimal numbers 86 40 Dividing decimals by whole numbers 88 41 Fractions and decimal conversions 90 42 Review of chapter 5 92 6 PERCENTAGES 94 43 Percentages and fractions 94 44 Percentage, decimal and fraction conversions 96 45 Percentages on display and being used 98 46 Representing percentages 100 47 Quantities and percentages 102 48 Money and problem solving 104 49 Discount and GST 106 50 Simple interest and other money problems 108 51 Review of chapter 6 110 Review of chapters 4, 5 and 6 112 7 MEASUREMENT (LENGTH AND MASS) 114 52 Reading scales 114 53 Units and length conversions 116 54 Perimeter 118 55 Scale diagrams 120 56 Mass 122 57 Problem solving 124 58 Review of chapter 7 126 8 MEASUREMENT (AREA AND VOLUME) 128 59 Area (square units) 128 60 Area of a rectangle 130 61 Area of a triangle 132 62 Units of volume and capacity 134 63 Volume formulae 136 64 Problem solving 138 65 Review of chapter 8 140 9 DATA COLLECTION AND REPRESENTATION 142 66 Samples and population 142 67 Collecting and interpreting data 144 68 Interpreting graphs 146 69 Mean and median 148 70 Line graphs 150 71 Review of chapter 9 152 10 TIME AND TEMPERATURE 154 72 Units of time 154 73 Differences in time 156 74 Reading clocks and timelines 158 75 Timetables 160 76 Time zones 162 77 Average speed and temperature 164 78 Review of chapter 10 166 Review of chapters 7, 8, 9 and 10 168 11 ALGEBRA 170 79 Geometric and number patterns 170 80 Formulae and variables 172 81 Practical problems and linear graphs 174 82 Solving equations 176 83 Review of chapter 11 178 12 TRANSFORMATION AND LOCATION 180 84 Number planes 180 85 Transformations and reflections 182 86 Rotations and rotational symmetry 184 87 Translations and tessellations 186 88 Enlargements and reductions 188 89 Using ratios 190 90 Bearings and directions 192 91 Distance and bearings 194 92 Review of chapter 12 196 13 CHANCE 93 Describing chance 198 94 Defining probability 200 95 Tree diagrams and probability 202 96 Expectation 204 97 Review of chapter 13 206 Review of chapters 11, 12 and 13 208 ANSWERS 210 Correlation chart: R-7 SACSA Mathematics Teaching Resource 239 INDEX 243 Foreword We have written this book to provide a sound course in mathematics that Year 7 students will find easy to read and understand. Our particular aim was to cover the core skills in a clear and readable way, so that every Year 7 student can be given a sound foundation in mathematics that will stand them in good stead as they begin their secondary-level education. Units are presented in easy-to-follow, double-page spreads. Attention has been paid to sentence length and page layout to ensure the book is easy to read. The content and order of the thirteen chapters parallels the content and order of the thirteen chapters in Mathematics for Year 7 (second edition) also published by Haese Mathematics and that book could be used by teachers seeking extension work for students at this level. Throughout this book, as appropriate, the main idea and an example are presented at the top of the left hand page; graded exercises and activities follow, and more challenging questions appear towards the foot of the right-hand page. With the support of the interactive Student CD, there is plenty of explanation, revision and practice. We hope that this book will help to give students a sound foundation in mathematics, but we also caution that no single book should be the sole resource for any classroom teacher.
More About This Textbook Overview The long-awaited second edition of Norman Bigg's best-selling Discrete Mathematics, includes new chapters on statements and proof, logical framework, natural numbers, and the integers, in addition to updated chapters from the previous edition. Carefully structured, coherent and comprehensive, each chapter contains tailored exercises and solutions to selected questions, and miscellaneous exercises are presented throughout. This is an invaluable text for students seeking a clear introduction to discrete mathematics, graph theory, combinatorics, number theory and abstract algebra
Course Descriptions Mathematics This course provides a review of algebra fundamentals, including linear equations and inequalities, polynomials, factoring, rational expressions, integer exponents, and quadratic equations. The course will also cover linear, quadratic, polynomial, rational, and exponential functions as well as graphing techniques for these functions. The elimination method for solving systems of linear equations will be discussed. The mathematics of finance will be introduced. Applications of mathematics will be stressed. Please note that a minimum grade of "C" or better is required in this course in order for a student to take higher level math courses for which this course is a prerequisite Prerequisite(s): Pass math skills assessment or MAT 110 with a grade of "C" or better.
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