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Understanding Satellite Navigation
Foundations of Satellite Navigation explains the basic working principles of this rapidly emerging technology from the foundation level, with the bare minimum of mathematics and without complex equations. It helps to conceptualize the underlying theory from first principles, building up knowledge gradually using practical demonstrations and worked examples. A full range of MATLAB simulations is used to visualize concepts and solve problems through simulations, allowing the reader to see what happens to signals and systems with different configurations. Implementation and applications are discussed, along with some special topics.
With this book the student will learn: • How a satellite navigation system works • How to improve efficiency when working with a satellite navigation system • How to use MATLAB for simulation, • Various possible implementation approaches for the technology • The most significant applications of satellite navigation systems.
Audience Undergraduate students; professionals in the area of satellite navigation, coming from different backgrounds
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Students tackle the Pythagorean theorem, bringing their math to a higher level of algebraic reasoning and knowledge of the properties of operations. With their understanding of unit rates and proportional relationships, they connect these concepts to points on a line and ultimately use them to solve linear equations.
In English, students will read major works of fiction and non-fiction from all over the world and different time periods, seeking to understand, evaluate and analyze the works. Writing may include stories, essays, reports, and "persuasive papers."
Problem: Two cars are traveling from point A to point B. Their speeds are represented on a graph and in a table. Which car is traveling faster?
Solution: Even though car #1 starts out ahead by 4 miles, students identify the rate of change — or slope — of the equations presented in the table and graph as equal (55 miles per hour), meaning that both cars are traveling at the same speed.
Functions
* Understand that a function is a rule that assigns to each input exactly one output and that the graph of a function is the set of ordered pairs consisting of an input and the corresponding output
* Compare the properties of two functions, each represented in a different way (for example, in a table, graph, equation, or description)
* Determine the rate of change and initial value of a function based on a description of a proportional relationship or at least two given (x, y) values
Sample task: Filling a pool
In the graph below, an Olympic-sized swimming pool is being filled with an average-sized garden hose.
a. At what hourly rate is the pool in the graph above being filled? Use mathematical reasoning to justify your response.
b. Is the hourly rate at which the pool is filing the same as the slope of the line? Why or why not? Explain your reasoning in words.
c. Determine the equation of the line in the graph avove. Show how you determined your answer.
d. How long will it take to fill the 660,000-gallon pool? Use mathematical reasoning to justify yoru response.
ENGLISH
Reading literature
* Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. Students also provide an objective summary of the text.
* Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor.
Reading for information
* Cite evidence from the text that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
* Evaluate the advantages and disadvantages of using different mediums (such as print, digital text, video, multimedia) to present a particular topic or idea.
Writing
* Introduce a topic clearly, previewing what is to follow, and develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information.
* Provide a concluding statement or section that follows from and supports the information or explanation presented.
* Organize ideas, concepts, and information into broader categories.
* Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
* Use precise language and subject-specific vocabulary.
Sample task: Write argument letter
Students watch several videos and read articles on the pressures and dangers faced by student athletes. Assignment:
"Imagine that the mayor or the school board is having a meeting to decide whether or not to keep funding school sports. You have an opportunity to present an essay, in the form of a letter, to the decision makers. What would you say? What claim would you make about school sports being good or bad for kids? What research will you call on to back up your claim? Be sure to cite important references."
ANSWER — FILLING A POOL
a. 1,000 gallons an hour
b. no, because the slope is the change in the y-axis compared to the change in the x-axis. The hourly rate is the change in the x-axis compared to the change in the y-axis.
c. X=1,000 y because of the 1,000 gallons per hour
d. It will take 660 hours because if you divide 660,000 by the 1,000 gallons, it fills in one hour
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Math Study Skills-Workbook - 4th edition
Summary: Help your students become more effective at studying and learning mathematics with the MATH STUDY SKILLS WORKBOOK, Fourth Edition. Typically used as an a course supplement, the Nolting strategy helps students identify their strengths, weaknesses, and personal learning styles and then presents an easy-to-follow system to help them become more successful at math CONTAINS WATER DAMAGE / STAIN, STILL VERY READABLE, SAVE! This item may not include any CDs, Infotracs, Access cards or other supplementary material.
$7.99 +$3.99 s/h
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HPB-Everett Everett62 +$3.99 s/h
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LexTextStore New York, NY
084005309639
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Common Core Standards: Math
Math.CCSS.Math.Content.HSF-LE.A.2
2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
Students should know that any relationship is all about give and take. For instance, you'll give them an A if they take their homework seriously (or Shmoopily). In any case, you've been giving them functions for far too long now. It's their turn to give some functions back.
Students should know the difference between an arithmetic sequence and a geometric sequence. An arithmetic sequence is a list of numbers in which we add a constant number to the previous one. A geometric sequence is a list of numbers in which we multiply the previous number by a constant called the "common ratio." Basically, arithmetic is addition and geometric is multiplication.
Given a graph of an equation or inequality, pairs of input and output values, and a description of a relationship, students should be able to come up with an algebraic way to represent it. Namely, functions.
It's easiest to start with input and output values. That way, the students can clearly see how x is changing relative to f(x). For instance, given this table of values, what can we decipher? (Do they form arithmetic or geometric sequences?)
x
f(x)
1
2
2
3
3
4
4
5
5
6
The first thing that must be done is for students to realize by how much our independent, or input value, is changing. That is, compare the x values. In this case, it's a relatively easy 1-unit interval.
Next we must look at how much the dependent value (f(x), or the y variable) is changing with respect to its input value. That is, compare the f(x) value to its x value. In this case, once again, it's simply by 1 unit.
But we're not done yet! We must see how our output values change between one another as the independent variable changes. That is, compare the f(x) values to each other. In this case the interval is a steadfast 1. This is an arithmetic sequence.
Students should recall that when the difference in interval is constant, we can presume that our equation is most likely linear. In this case it is simply a matter of f(x) = x + 1.
When graphs are involved, the easiest thing to do is plot points. That way, students can assemble a list of input and output values from the graph. As for descriptions, words to watch out for are "exponential," "linear," "multiple," "constant," and "factor."
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Introduction to understanding and writing mathematical proofs. Emphasis on precise thinking and the presentation of mathematical results, both in oral and in written form. Intended for students who are considering majoring in mathematics but wish additional training.
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DIMACS (the Center for Discrete Mathematics and Theoretical Computer Science) facilitates research, education, and outreach in discrete mathematics, computer science theory, algorithms, mathematical and statistical methods, and their applications.
Our multi-year special focus programs address research themes that require topical expertise in these areas, have potential for societal impact, and are poised for advance.
Our educational programs include materials development for high school and college classsrooms, an extensive summer undergraduate research program, and teacher training programs.
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What about spelling, grammar, and syntax? - 3.5 Min. MP3 What about Latin and Greek? - 2.7 Min. MP3
What feedback have you had from users? - 2.3 Min. MP3 What is the most common objection you hear? - 1.4 Min MP3 Christianity in the curriculum - 1.3 Min MP3 Academics and faith in the curriculum - 1.7 Min MP3
In this rare interview Dr. Robinson speaks with John Saxon, the author of the Saxon Math books we recommend for use with the Robinson Curriculum (RC customers can get these books from OISM at our cost).
The interview is full of great insights into what makes this math program so effective and essential to your homeschool.
"Understanding more often than not follows doing rather than precedes it. If I'm going to teach you how to drive, I don't lecture you on the theory of the internal-combustion engine. I get you behind the wheel of the car and drive around the block." - John Saxon
This interview is the only audio of John Saxon available today and presents a rare and unique opportunity to hear the real story of Saxon Math from the author himself. The value is further enhanced by Dr. Robinson's insights on how to maximize the benefit of Saxon Math by using it in a self-teaching homeschool using the Robinson methodology.
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17,968precalculus
| 10+ other subjectsprecalculus
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More About
This Textbook
Overview
This radical approach to complex analysis replaces the standard calculational arguments with new geometric ones. With several hundred diagrams, and far fewer prerequisites than usual, this is the first visually intuitive introduction to complex analysis. Although designed for use by undergraduates in mathematics and science, the novelty of the approach will also interest professional mathematicians.
What People Are Saying
Ian Stewart
One of the saddest developments in school mathematics has been the downgrading of the visual for the formal. I'm not lamenting the loss of traditional Euclidean geometry, despite its virtues, because it too emphasised stilted formalities. But to replace our rich visual intuition by silly games with 2 x 2 matrices has always seemed to me to be the height of folly. It is therefore a special pleasure to see Tristan Needham's Visual Complex Analysis with its elegantly illustrated visual approach. Yes, he has 2 x 2 matrices --- but his are interesting.
Paul Zorn
Delivers what its title promises, and more: an engaging, broad, thorough, and often deep, development of undergraduate complex analysis and related areas non-Euclidean geometry, harmonic functions, etc. from a geometric point of view. The style is lucid, informal, reader-friendly, and rich with helpful images e.g., the complex derivative as an "amplitwist". A truly unusual and notably creative look at a classical subject.
Roger Penrose
.
Ed Catmull
I was delighted when I came across Visual Complex Analysis. As soon as I thumbed through it, I realized that this was the book I was looking for ten years ago.
— Dr. Ed Catmull, Founder and Chief Technology Officer of Pixar Animation Studios [makers of Toy Story and A Bug's Life]
Editorial Reviews
Mathematical Gazette
I can only describe this book as amazing...it is not an exaggeration to say that there are gems in every section...even familiar facts are frequently explained in refreshingly new ways in this wonderful book....If your budget limits you to buying only one mathematics book in a year then make sure that this is the one that you buy.
Times Higher Education Supplement
Newton would have approved....a fascinating and refreshing look at a familiar subject....It is essential reading for anybody with any interest at all in this absorbing area of mathematics.
Mathematical Reviews
This informal style is excellently judged and works extremely well...Many of the arguments presented will be new even to experts, and the book will be of great interest to professionals working in either complex analysis or in some field where complex analysis is used.
From the Publisher
"." --Roger Penrose
Related Subjects
Meet the Author
Tristan Needham is Associate Professor of Mathematics at the University of San Francisco. For part of the work in this book, he was presented with the Carl B. Allendoerfer Award by the MathematicalAdamMY
Posted February 15, 2013
For the Visual Learner
While my headline might make sense based on the title of this book, this book is amazing at providing lots of detailed images getting at the nuts and bolts of what is going on with the spaces when you preform certain complex operations. I purchased this book to accompany the Complex analysis textbook used in my Graduate School course, which while not a bad book focused very heavily on the analysis and often beautiful visual results where skipped over and ignored completely.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
Anonymous
Posted April 7, 2001
A wonderful book which explain the inner geometrical reason behind complex analysis
A superb book which clearly explain the simple but profound geometrical ideas which are at the base of complex analysis.
Was this review helpful? YesNoThank you for your feedback.Report this reviewThank you, this review has been flagged.
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she was not very helpful and i'm very happy i came from a hs with a very rigorous math program or else i would have no idea what to do. when people asked questions in class she would have no idea what the answer was and would just repeat herself. pretty nice tho
If you are signed up for this class, honestly consider how much you know about math already, because you need to almost teach yourself with this course. All of her notes/examples that she has you copy off of the board are Straight from the text,& if you ask anything outside of the book, she is usually unaware of the answer. Good luck in advance.
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Computational science is fundamentally changing how technological questions are addressed. The design of aircraft, automobiles, and even racing sailboats is now done by computational simulation. The mathematical foundation of this new approach is numerical analysis, which studies algorithms for computing expressions defined with real numbers. Emphasizing the theory behind the computation, this book provides a rigorous and self-contained introduction to numerical analysis and presents the advanced mathematics that underpin industrial software, including complete details that are missing from most textbooks.
Using an inquiry-based learning approach, Numerical Analysis is written in a narrative style, provides historical background, and includes many of the proofs and technical details in exercises. Students will be able to go beyond an elementary understanding of numerical simulation and develop deep insights into the foundations of the subject. They will no longer have to accept the mathematical gaps that exist in current textbooks. For example, both necessary and sufficient conditions for convergence of basic iterative methods are covered, and proofs are given in full generality, not just based on special cases.
The book is accessible to undergraduate mathematics majors as well as computational scientists wanting to learn the foundations of the subject.
Presents the mathematical foundations of numerical analysis
Explains the mathematical details behind simulation software
Introduces many advanced concepts in modern analysis
Self-contained and mathematically rigorous
Contains problems and solutions in each chapter
Excellent follow-up course to Principles of Mathematical Analysis by Rudin
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"A student who picks up this book and works through it systematically will learn a lot of interesting and important mathematics."--David S. Watkins, SIAM Review
"Students will be able to go beyond an elementary understanding of numerical simulation and develop deep insights into the foundations of the subject. They will no longer have to accept the mathematical gaps that exist in current textbooks."--World Book Industry
From the Inside Flap
"Very few modern books can be compared with the present text as an introduction to the mathematical aspects of numerical analysis. This is a very interesting book that can be used not only as a textbook but also as a reference."--Doron Levy, University of Maryland
"This is a strong text, one that is both modern and provides historical perspective."--Benjamin Fearing Akers, University of Illinois at Chicago
Most Helpful Customer Reviews
I bought this book to use in the author's class at UChicago. I would recommend finding a different book as an introduction to numerical analysis.
While it is a very thorough mathematical treatment, and lots of proof exercises, it has virtually no "pencil-pushing" exercises, making it hard to ground and retain the knowledge earned. The book also contains dozens of typos.
I bought this book to lighten my back pack, since I have a copy of the paper version. I think that this is a wonderful book, but the publisher did not do a good job of producing the Kindle edition. If for example you look at Chapter 6, you will see that the norm symbols are just omitted; you can just guess what the results might mean. Since I did not need to look up something in the book until I had it a few weeks, I cannot return it, even though it is clearly defective. I am not a happy camper.
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Dosage Calculations : A Multi-MethodDRUG DOSAGE CALCULATIONS: A MULTI-METHOD APPROACHintroduces all three of today's leading methods of dosage calculation: Dimensional Analysis, Ratio & Proportion, and Formula. It walks step-by-step through solving dosage problems utilizing all three methods, often comparing multiple approaches to solving the same problem side-by-side. Instructors can choose their preferred method, and students can become expert with all three, ultimately choosing the approach they find most efficient. Unit I offers a diagnostic arithmetic test, reviews basic math skills, presents essentials of medication administration, and offers an easy, common sense introduction to dimensional analysis. Next, the text introduces essential metric and household medication systems and conversions. Then, building on these foundations, the text offers in-depth coverage of calculating oral, parenteral, intravenous, and enteral dosages, including flow rates, titrating IV medications, pediatric dosages, and daily fluid maintenance.
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Tips for simplifying tricky basic math and pre-algebra operations Whether you're a student preparing to take algebra or a parent who wants or needs to brush up on basic math, this fun, friendly guide has the tools you need to…
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$123 purpose of this book is to present the basic elements of numerical methods for compressible flows. It is appropriate for advanced undergraduate and graduate students and specialists working in high speed flows. The focus is on the unsteady one-dimensional Euler equations which form the basis for numerical algorithms in compressible fluid mechanics. The author believes it is therefore essential to understand the development and implementation of these algorithms in their original one-dimensional context. The text is supplemented by numerous end-of-chapter exercises.
The focus is on the unsteady one-dimensional Euler equations which form the basis for numerical algorithms in compressible fluid mechanics
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0201787377
9780201787375
Beginning and Intermediate Algebra: Authors Paula McKenna and Honey Kirk hail from the state of Texas, where they teach students of all ages, skill sets, and backgrounds. As active teachers in diverse classrooms, their aim is to provide developmental students with a solid mathematical foundation, while also giving them the means to expand on that foundation after they leave the classroom. As authors, they help students build their mathematical foundation by teaching algebra as a story, emphasizing applications, problem solving, and language to help students understand how topics relate to one another and to the world around them. They begin this book with a thorough review of prealgebra to ensure that students begin building their algebra skills on a solid base, and each chapter opens with an application that serves as a running theme for the content throughout the chapter. The authors make problem solving easy for students through the "4 P's" problem-solving process (Prepare, Plan, Process, and Ponder), which encourages critical thinking and thoughtful discussion. Review of Real Numbers and Problem Solving; Equations and Inequalities in One Variable and Applications; Linear Equations, Inequalities, and Introduction to Functions; Linear Systems of Equations and Inequalities; Exponents, Polynomials, and Applications; Factoring Polynomials; Rational Expressions; Roots and Radicals; Functions; Complex Numbers and Quadratic Equations; Conic Sections; Inverse, Exponential and Logarithmic Functions For all readers interested in algebra.
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"It is difficult to define the genre of the book. It is not a problem book, nor a textbook, nor a `book for reading about mathematics'. It is most of all reminiscent of a good lecture course, from which a thoughtful student comes away with more than was actually spoken about in the lectures."
--from the Preface by A. S. Merkurjev
If you are acquainted with mathematics at least to the extent of a standard high school curriculum and like it enough to want to learn more, and if, in addition, you are prepared to do some serious work, then you should start studying this book.
An understanding of the material of the book requires neither a developed ability to reason abstractly nor skill in using the refined techniques of mathematical analysis. In each chapter elementary problems are considered, accompanied by theoretical material directly related to them. There are over 300 problems in the book, most of which are intended to be solved by the reader. In those places in the book where it is natural to introduce concepts outside the high school syllabus, the corresponding definitions are given with examples. And in order to bring out the meaning of such concepts clearly, appropriate (but not too many) theorems are proved concerning them.
Unfortunately, what is sometimes studied at school under the name "mathematics" resembles real mathematics not any closer than a plucked flower gathering dust in a herbarium or pressed between the pages of a book resembles that same flower in the meadow besprinkled with dewdrops sparkling in the light of the rising sun.
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In this series of five videos, you will learn how to solve systems of linear equations with any number of variables, using a process involving matrices. The process is often called row reduction, or more specifically, Gauss-Jordan elimination. If you like, you can view a PDF version of the slides.
The first video will introduce you to matrices and give you a bird's-eye view of the three stages of row reduction.
The second video will introduce you to the so-called row operations that are used in row reduction.
In the third video, you will learn what it means for a matrix to be reduced (in other words, to be in what is called reduced row echelon form). Knowing this will help you understand the goal of row reduction and when you should use certain row operations. At the end of the next video, you'll be ready to learn a quicker way to decide if a matrix is reduced.
In the fourth video, we will solve our first system and learn guidelines that will help us to know what to do at each step. At the end of the video, we discuss a quick way to decide when a matrix is reduced (in other words, when a matrix is in reduced row echelon form).
In the fifth video, we will learn how many solutions a system of linear equations can have (no solution, a unique solution, or infinitely many solutions), and we'll learn how to deal with each case.
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1402076584
9781402076589
Finite or Infinite Dimensional Complex Analysis and Applications:There is almost no field in mathematics that does not use mathematical analysis. Computer methods in applied mathematics are often based on statements and procedures of mathematical analysis as well. An important part of mathematical analysis is complex analysis because it has many applications in various branches of math. Present trends in complex analysis, which are reflected in this book, are mainly concentrated on the following four research directions: value distribution theory and its applications; holomorphic functions in several (finitely or infinitely many) complex variables; Clifford analysis, (complex methods in higher-dimensional real Euclidian spaces); and generalized analytic functions. A specific feature of contemporary complex analysis is combining methods of Clifford analysis. This leads to a theory of multi-regular functions.
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This ebook is available for the following devices:
iPad
Windows
Mac
Sony Reader
Cool-er Reader
Nook
Kobo Reader
iRiver Story
Beyond Geometry describes how set-theoretic topology developed and why it now occupies a central place in mathematics. Describing axiomatic method as well as providing a definition of what a geometric property is, this new resource examines how early analysts incorporated geometric thinking into their development of the calculus. It also looks at the various mathematicians who struggled to develop a new conceptual framework for mathematics and examines one of the sub-disciplines of set-theoretic topology called dimension theory.
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and important materials necessary to meet current demands made by diverse applications * Very detailed solutions to odd numbered problems to help students * Instructor's Manual Available
Description
This book is written to meet the needs of undergraduates in applied mathematics, physics and engineering studying partial differential equations. It is a more modern, comprehensive treatment intended for students who need more than the purely numerical solutions provided by programs like the MATLAB PDE Toolbox, and those obtained by the method of separation of variables, which is usually the only theoretical approach found in the majority of elementary textbooks.
This will fill a need in the market for a more modern text for future working engineers, and one that students can read and understand much more easily than those currently on the market.
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Geometry
Geometry introduces students to mathematics as a deductive science. It shows how a few simple assumptions about points, lines, etc., can lead to a substantial body of geometric theorems and the ability to solve problems involving the properties of various two- and three-dimensional geometric figures. For each chapter in the textbook, students start with a preview of the concepts covered and a self-evaluation of the prerequisite skills needed. The students engage study material both in their textbook and online, including games, other activities and animations. Checkpoints are provided each step of the way for students to practice their skills and problem solving with additional practice assigned in the event the student encounters difficulties.
In completing this subject students construct various types of proofs, including two-column proofs; apply postulate and theorems and explain their reasoning in solving geometric problems; and solve various types of problems using geometric and algebraic concepts and principles. Completion of Algebra 1 is a prerequisite for taking Geometry, and access to a hand-held or computer-based scientific or graphing calculator is required.
There are 12 examinations in Geometry.
Larson, Geometry, Holt McDougal.
What others are saying:
Our son has always been hesitant about math, but Essential Math II gave him confidence and competence in a way we have never seen. Then he got the chance to do your Art: Drawing Animals course. By the third unit, there was no denying he is an artist! He would never have known if not for your outstanding course. Thank you! — Celeste, California
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I'm looking for a book to learn engineering mathematics from. I graduated from college around 15 years ago, but I'm thinking about taking some sort of technical engineering masters degree. (I haven't decided on an exact course, but I decided it would be prudent to start reviewing engineering math now). I'm leaning towards some kind of Civil Engineering though.
The topics I need to review are differential equations, matrix algebra and possibly some other topics relevant to engineering math such as partial differential equations, and so forth. I guess the main thing is to start getting my mind used to doing math again after all this time.
When I was an undergraduate I used Kreyszig. It's not bad, and I started reviewing from that book, however I have found at times it is quite terse. It's strange, some things I can remember quite clearly, but other topics I've almost completely forgotten (although I know for a fact I studied them). Are there any books that are more readable?
I've looked at
Peter V. O'Neil "Advanced Engineering Mathematics", this is also OK, but I'm not sure if it is any more readable than Kreyszig. Some topics he seems to do better, others I think Kreyszig has the edge.
Also there is Dennis G. Zill "Advanced Engineering Mathematics", however I'm reluctant to look at his book, as I used his Differential Equations book as an undergraduate, and while it was OK, I wasn't overwhelmed by it. I understand that his engineering mathematics book reuses material from his differential equations book.
So are there any other readable engineering math books I should consider?
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books.google.com - Experimental mathematics is a recently structured field of mathematics that uses advanced computing technology to perform experiments such as analysis of examples, testing of new ideas, and the search for patterns. This book presents material from the Special Session on Experimental Mathematics at the... in Experimental Mathematics
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978013048810738.64Technical Mathematics
Summary
//-->4881K-2, 0-13-048810-0, Ewen, Dale, Gary, Joan S., Trefzger, James E., Technical Mathematics, 2/E//-->This book provides readers with necessary mathematics skills. Mathematics provides the essential framework for and is the basic language of all the technologies. Mathematical, problem-solving, and critical thinking skills are crucial to understanding the changing face of technology.It presents the following major areas: fundamental concepts and measurement; fundamental algebraic concepts; exponential and logarithmic functions; right-triangle trigonometry; the trigonometric functions with formulas and identities; complex numbers; matrices; polynomial and rational functions; basic statistics for process control; and analytic geometry. An excellent learning aid and resource tool for engineers, especially computer software, hardware, and peripheral manufacturers. Its comprehensive appendices make this an excellent desktop reference.
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Mastering Financial Mathematics with Excel: A Practical Guide for Business Calculations
This is an examination of the use of spreadsheets tools to enable business managers to carry out financial calculations. It acts as a practical guide to the basic calculations and key financial formulas, and provides a set of tools and methods for applying Excel to solving mathematical problems. It includes a CD for working through the chapters and examples, and provides a menu of basic templates.
Provides financial managers, finance professionals and finance students with a quick, easy and practical guide to using Excel for financial mathematics.
Financial mathematics can be applied more quickly and easily in Excel than any other package, there is therefore demand for a book in this field.
Will improve financial managers' abilities with Excel and provide them with solutions to their financial problems.
Highly practical : includes a library of templates, exercises and solutions as an illustration of the methods.
Part of the highly respected and recognised Mastering series.
Positioning: Will use simpler models to illustrate the formulas and methodology than Mastering Financial Modelling and Mastering Risk Modelling.
Benchmark: 1. Mastering Financial Calculations (Steiner). Similar book, but for professionals in financial markets, and with less emphasis on Excel.
Benchmark 2. Paul Wilmott's Quantitative Finances (Wiley) is in this space but is a high-level academic text and is less practical and easy to absorb. The exercises and solutions in ours will significantly cut down learning time. Ours also focuses wholly on Excel, which is a standard for all financial managers and students, this is what they want and need to know.
Amazon and the Amazon logo are trademarks of Amazon.com Inc. or its affiliates.
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a complete set of problems, hints, and solutions based on Stanford University's well-known competitive examination in mathematics. It offers high school and college students an excellent mathematics workbook of rigorous problems that will assist in developing and cultivating their logic and probability skills.These 20 sets of intriguing problems test originality and insight rather than routine competence. They involve theorizing and verifying mathematical facts; examining the results of general statements; discovering that highly plausible conjectures can be incorrect; solving sequences of subproblems to reveal theory construction; and recognizing "red herrings," in which obvious relationships among the data prove irrelevant to solutions. Hints for each problem appear in a separate section, and a final section features solutions that outline the appropriate procedures.Ideal for teachers seeking challenging practice math problems for their gifted students, this book will also help students prepare for mathematics, science, and engineering programs. Mathematics buffs of all ages will also find it a source of captivating challenges.
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The collection of problems is complete. The Stanford examination started in 1946 and ended in 1965. All exams are collected in the book; none is missing. The problems appear harder than traditional high school problems for two reasons: First they are based on what a student should be known by the end of his/her high school studies, not what he/she was taught during these years. Second, the problems are written to check the aptitude of students in mathematics, not if they can carry out routine calculations. Therefore, high school students from countries where the curriculum is rigorous and robust will recognize problems based on the material they have been taught although the problems may not be exactly the ones they have solved as homework. (Some of these problems can often be encountered as advanced-level problems in such rigorous curricula.) Students countries where the system is looser regarding the mathematical curriculum can find these problem quite challenging, unless the students have an interest in mathematics and math competitions.
The book is just a collection of problems. It contains hints for those who want to try to solve them on their own. It also contains the solutions for those who do not want to try them or tried and failed to solve them. However, it contains nothing else. No related theory and no methodology. It is a very cheap book and worth having but you should not expect it to serve as a tutorial book that teaches problem-solving techniques.
My 17 year-old son loves this book so much, that when his bookbag was stolen from his locker during gym he asked me to replace this book! He's on a math team, and they work on problems like this all the time. It must be good!
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Integrated Arithmetic and Basic Algebra, Fifth Edition, integrates arithmetic and algebra to allow students to see the big picture of math. Rather than separating these two subjects, this text helps students recognize algebra as a natural extension of arithmetic. As a result, students see how concepts are interrelated and are better prepared for future courses.
Book Description:Pearson. PAPERBACK. Book Condition: New. 03218281828143ZN
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PHARMACEUTICAL CALCULATIONS
Course Description:
Mathematical computations are essential in the practice of pharmacy operations.
It is also a
requirement for the competency of pharmacy technicians. This skill is the
foundation for the filling
of prescription orders, calculating doses and operating the financial and
ordering aspects of the
pharmacy,
This course includes fundamentals of mathematical calculations, units and
measures as well as
conversions, calculating drug dosages, reducing or enlarging formulas, percent
preparations,
dilutions and concentrations, various types of solutions or emulsions, whether
electrolytes or
isotonic.
Objectives and performance expectations:
Upon completion of this course, the student should be able to:
1. Use fundamental calculations, decimals, fractions, percentage, proportions
and ratios.
2. Understand and operate the metric, apothecary and avoirdupois systems and be
able to
convert between them.
It is expected from the student to comprehend the art of applying numbers
correctly, accurately
and reliably. Learning to read the prescription or order correctly and execute
it perfectly without
errors
Classroom Procedures:
Instructional Delivery:
Lecture with opportunity for class participation and group discussion.
Make sure to monitor your progress and comprehension, ask your instructor what
your status is,
and if necessary ask for a tutor
Attendance Policy:
This course meets twice a week. Regular attendance is critical in order to fully
grasp the important
subject information and to keep up with this fast moving classroom work.
Homework, Quizzes, Exams:
1. Homework:
HOMEWORK ASSIGNMENTS ARE THE EXERCISES AT THE END OF EACH CHAPTER
• Assemble your homework sheets in order. List the sections and due dates below
your name.
Write your homework in clear handwriting or, preferably, type whenever possible.
When you
write your homework, write down the problem, the process of solving [show your
work] and your
final answer. Do not provide the answer ONLY
• Homework will be assigned from the text and workbook and will be due at the
beginning of the
following class. HOMEWORK WILL BE GRADED. Students should view the homework as a
takehome
test.
• Homework may be turned in one week late, but the grade will be reduced by 50
percent.
• Homework not submitted within one week of the due date will not be accepted
and will be
recorded as a "0".
2. Quizzes: Quizzes may be given from time to time. There will be NO make-up
quizzes.
• Quizzes will be taken in class or at the Testing Center
• Put your name, date and test/quiz number on the Scantron or every page of the
testing sheet,
Number the pages
• The dates of tests and/or quizzes will be announced in advance
3. Take-Home Exams: May be given during the semester to be
done at home with open books and
turned in at a pre-determined date. The take home tests are usually taken from
the certification
examination. If you complete successfully, take home tests not related to
Calculations you may
earn extra points to improve your final grade
1. Finals: will be given in class at the end of the semester and will cover
material from homework,
quizzes and take-home tests
4. Extra Help:
The College provides tutoring at no extra costs. Take advantage. Report to the
Math Tutoring
Center next to the Library and ask for a tutor with Pharmacy Tech. Experience
STUDENTS ARE NOT EXCUSED FROM ANY EXAM(S).
Course Policies:
Academic Integrity: Students are encouraged to work together in and outside of
class and to
participate in classroom problem solving. Students are expected to comply fully
with all of the rules
of academic behavior identified in the P.C.C. Student Guide.
Plagiarism: All work must be your own for homework,
quizzes and exams.
Cheating: ANY student caught cheating in ANY way WILL receive a zero for the
assignment, quiz or
exam and may receive an "F" for the entire course.
Withdrawal: If you withdraw from this class, be sure to withdraw officially at
the Registration desk
by the withdrawal date listed in the Pima College Schedule – April 9, 2007.
Otherwise, you may
receive a grade of "F". Instructor Withdrawal ("Y") grade may be given at the
end of the term when
the student makes a written request and circumstances dictate that none of the
other grades is
appropriate. Instructor withdrawal grades are discouraged and will only be
awarded at the
instructor's discretion in extreme circumstances.
Incomplete ("I") Grade: Incomplete grades are strongly discouraged and will only
be awarded at the
instructor's discretion in extreme circumstances.
Program Policy: Students who receive less than a "C", MUST
repeat the course.
Course may be repeated ONLY one time.
Anyone not achieving a grade of "C" in a core course after
TWO attempts will be dropped from the
Pharmacy Technology Program.
Classroom Rules: See Pima College Student Guide Book
• Eating, chewing gum and smoking are not allowed.
• Mints and bottled water or water in plastic containers are allowed.
• Possession of drugs, alcohol or firearms on college property is illegal.
• Cell phones and pagers must be turned off.
• Lap-top computers may be used for recording or note-taking purposes.
• Recording devices for note-recording are permitted
• Pets and visitors are not permitted during class meetings.
• Students creating a disturbance will be asked to leave the premises.
• Do not send anything to the printer during Lecture part of class.
Deciding on a Career: You should have a career that you plan to pursue
identified by the end of
your second semester. Your career will determine your major or program of study,
and what
courses you need to take while at Pima. If you are having trouble figuring out a
career that is a good
match for you, get some help. Stop by the Career Center or Information Desk in
Building L and ask
for written material or to see an advisor or counselor. This will get you
to a number of
helpful websites. Call 206-7662 to talk to an advisor or counselor with any
questions.
ADA Accommodations Statement:
Pima Community College strives to comply with the provisions of the Americans
with Disabilities
Act and Section 504 of the Rehabilitation Act. Reasonable accommodations are
available to
qualified students with appropriate disability documentation. To obtain
accommodations, a student
must register with a campus Disabled Student Resources (DSR) office. The student
may then obtain
authorization for specific accommodations and services. All disability-related
information will be
kept confidential. The East Campus DSR Office phone number is 206-7699.
| 677.169 | 1 |
Basic Math and Pre-Algebra
Mathematics is essential for solving problems in science, industry, government, and most areas
of everyday life - problems as complex as models to forecast the weather or as simple as measuring
the ingredients to bake a cake. From its earliest invention over 5,000 years ago, as a method of
counting and measuring, mathematics has now found applications in all areas of human endeavor.
An understanding of basic mathematics is a necessity for competent performance and promotion in almost
every workplace situation. In addition, the ability of each citizen to understand and apply basic
mathematics to the needs of a society is critical to the functioning of that society.
The RPLMRI Basic Mathematics and Pre-Algebra Course has two learning objectives: first, to develop
in the student a fundamental understanding of arithmetic, which is the mathematics of real numbers under
addition, subtraction, multiplication, and division and second, to introduce the basic concepts necessary
for the study of algebra. The writing style is purposefully informal and non-technical. Extra effort is
made to explain why mathematical rules are true and what led to their discovery or development. By explaining
the basis for these rules, it is hoped that they will be easier to learn and remember. Numerous examples and
exercises are provided throughout the course to help illuminate the various mathematical concepts presented.
Questions and comments from students are encouraged. Assistance from RPLMRI with any part of the course is
just an email away.
The course material is divided into 3 parts, 11 chapters, and 37 sections. The first two parts
provide the basic concepts of arithmetic. Part 1 covers number systems and operations with whole numbers.
Part 2 reviews fractions, ratios, rates, proportions, percentages, and operations with whole numbers.
Building upon the first two parts, Part 3 provides the basic knowledge needed to begin the study of algebra.
It covers the topics of exponential notation, powers of ten, scientific notation, principles of measurement,
equations, and inequalities. At the beginning of each of the 11 chapters is a list of the principle learning
objectives for that chapter and at the end of each of the 3 parts is a review of the key concepts covered
within that part. For those who are using this course as a refresher, pretests check your knowledge of the
concepts in each chapter. Exams are provided at the end of each part. Successful completion of all 3 part
exams results in the award of a course certificate.
1.
Junior High School students prior to SAT and state exams.
2.
Elementary and junior high students learning on their own at home with parental supervision.
3.
Students entering junior colleges or technology centers in preparation for taking math or science/technology courses at these schools.
4.
Workers, supervisors, and managers in all fields of finance, government, law, health care, commerce, or industry who use math in their daily work.
5.
Elementary school and junior high teachers who would like to get a few new ideas on how to present basic math concepts.
1.
So that you can function better in society - understand how to: balance your checkbook, do you taxes, figure out by what percentage your pay increased or decreased, etc.
2.
So that you can get promoted.
3.
So that you can pass state licensing exams for various technical fields: welders, machinists, nursing, etc.
4.
So that you can pass the SAT and state grade school exams.
5.
It costs less than a college or tech school refresher course and you can complete it at home.
Edward (Ed) Gibeau received undergraduate degrees in engineering
from the State University of New York at Buffalo and in meteorology from
Pennsylvania State University. He earned masters degrees in atmospheric
physics from the University of Michigan and in public service from Ball State
University. Ed served 21 years in the United States Air Force, 11 of which
involved the application of geophysical knowledge to the development of space
and missile systems. Following the service, he completed 20 years of employment
for a small aerospace company, Aeromet, Inc., retiring in 1999. At Aeromet he
served the company in various capacities, as: scientist, meteorologist, engineer,
and human resources manager. Throughout his working career, Ed has been concerned
with and used applied mathematics in solving both technical and non-technical problems.
He currently lives in Broken Arrow, Oklahoma.
Individuals $140/user
Family Plan (3 users) $375
$125 for each additional user.
Classroom Plan (15 users) $1,500
$100 for each additional user.
If you need assistance with this course please call 1-800-633-4775 or
send an email to rpl@rplmri.com.
| 677.169 | 1 |
Mount Rainier PrealgebraDISCRETE MATH
Multiplication principle of counting;
Permutations and Combinations;
Sequences and Series;
Binomial Theorem;
The precalculus course generally covers these topics but the actual curriculum may vary slightly and include more or less of what is stated here. My undergraduate degree is
| 677.169 | 1 |
College Algebra - Text Only - 6th edition
Summary: As the best-selling text in the field, College Algebra provides unparalleled exercises, motivating real-life applications, a supportive pedagogical design, and innovative ancillaries and resources, making it a complete solution for both students and instructors.
New!Model It real-life applications in nearly every text section are multi-part exercises that require students to generat...show moree and analyze mathematical models. First referenced in the Why You Should Learn It at the beginning of each section, these interesting applications illustrate why it is important to learn the concepts in each section.
New! Enlarged printable graphs in many exercise sets contain problems asking students to draw on the graph provided. Because this is not feasible in the actual text, printable enlargements of these graphs are available on the web site
New!Proofs in Mathematics shows the proofs of selected theorems and demonstrates different proof techniques. For added convenience, in the Sixth Edition these proofs have been moved from an appendix to the end of relevant chapters.
New!P.S. Problem Solving, at the conclusion of each chapter, features a collection of thought-provoking and challenging exercises that further explore and expand upon the concepts of the chapter. These exercises have unique characteristics that set them apart from traditional algebra and trigonometry exercises.
New! A wealth of student success tools includes: How to Study This Chapter, a chapter-opening study guide that includes What you should learn (section-opening objectives), Important Vocabulary, a list of Study Tools, and a list of Additional Resources to help the student prepare for the chapter; Why you should learn it, a section-opening, real-life application or a reference to other branches of mathematics, illustrating the relevance of the section's content; and What did you learn?, a concise chapter summary organized by section. These objectives are correlated to the chapter Review Exercises to help students prepare for exams.
Abundant, up-to-date Real-Life Applications are integrated throughout the examples and exercises and identified by a globe icon to reinforce the relevance of the concepts being learned.
A wide variety of Exercises, including computational, conceptual, and applied problems are carefully graded in difficulty to allow students to gain confidence as they progress. Each exercise set includes Synthesis Exercises that promote further exploration of mathematical concepts, critical-thinking skills, and writing about mathematics, and Review Exercises that reinforce previously learned skills and concepts.
Special Algebra of Calculus examples and exercises highlight the algebraic techniques used in calculus to show students how the mathematics they are learning now will be used in future courses.
Optional graphing technology support is provided in marginal point-of-use instructions that encourage the use of graphing technology as a tool to visualize mathematical concepts, to verify other solution methods, and to facilitate computation. In addition, the section An Introduction to Graphing Utilities helps the student become familiar with the basic functionality of a graphing utility. The use of technology is optional in this text; all exercises that require the use of a graphing utility are clearly identified by an icon.
Explorations preceding the introduction of selected topics provide the opportunity to engage students in active discovery of mathematical concepts and relationships, often through the power of technology. Explorations strengthen students' critical- thinking skills and help develop an intuitive understanding of theoretical concepts.
All Examples have been carefully chosen to illustrate a particular mathematical concept or problem-solving skill. Every example contains step-by-step solutions, most with line-by-line explanations that lead students through the solution process, making it easy for students to understand the concepts being explained.
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omgtextbooks Pueblo West, CO
2003 Hard cover 6th ed. Good. Sewn binding. Cloth over boards. 816 p.
$30
| 677.169 | 1 |
Introductory and Intermediate Algebra for College Students - With 2 CDS - 3rd edition
Summary: TheBlitzer Algebra Seriescombines mathematical accuracy with an engaging, friendly, and often fun presentation for maximum student appeal. Blitzer's personality shows in his writing, as he draws students into the material through relevant and thought-provoking applications. Every Blitzer page is interesting and relevant, ensuring that students will actually use their textbook to achieve success! KEY TOPICS: Variables, Real Numbers, and Mathematical Models; Linear Equations and Inequ...show morealities in One Variable; Linear Equations in Two Variables; Systems of Linear Equations; Exponents and Polynomials; Factoring Polynomials; Rational Expressions; Basics of Functions; Inequalities and Problem Solving; Radicals, Radical Functions, and Rational Exponents; Quadratic Equations and Functions; Exponential and Logarithmic Functions; Conic Sections and Systems of Nonlinear Equations; Sequences, Series, and the Binomial Theorem. MARKET: for all readers interested in algebra. ...show less
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Does free will exist? The question has fueled heated debates spanning from philosophy to psychology and religion. The answer has major implications, and the stakes are high. To put it in the simple terms that have come to dominate these debates, if we are free to make our own decisions, we are accountable for what we do, and if we aren't free,... more...
This book is a brief and focused introduction to the reverse mathematics and computability theory of combinatorial principles, an area of research which has seen a particular surge of activity in the last few years. It provides an overview of some fundamental ideas and techniques, and enough context to make it possible for students with at least a... more... facilitate children?s mathematical thinking. It looks... more...
| 677.169 | 1 |
Elementary Algebra - 5th edition
Summary: Algebra can be like a foreign language, but ELEMENTARY ALGEBRA, 5E, gives you the tools and practice you need to fully understand the language of algebra and the ''why'' behind problem solving. Using Strategy and Why explanations in worked examples and a six-step problem solving strategy, ELEMENTARY ALGEBRA, 5E, will guide you through an integrated learning process that will expand your reasoning abilities as it teaches you how to read, write, and think mathematically. Feel confident...show more about your skills through additional practice in the text and Enhanced WebAssign. With ELEMENTARY ALGEBRA, 5E, algebra will make sense because it is not just about the x...it's also about the WHY137159.45 +$3.99 s/h
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2012-01-01 Hardcover New Brand New Annotated Edition: Same exact text as student version plus may contain notes or answers. Fast Shipping.
$237.05
| 677.169 | 1 |
Advanced Engineering Mathematics-Workbook - 5th edition
Summary: The Student Solutions Manual to Accompany Advanced Engineering Mathematics, Fifth Edition is designed to help you get the most out of your course Engineering Mathematics course. It provides the answers to every third exercise from each chapter in your textbook. This enables you to assess your progress and understanding while encouraging you to find solutions on your own.Students, use this tool to:-Check answrs to selected exercises-Confirm that you understand ideas and concepts-Revie...show morew past material-Prepare for future materialGet the most out of your Advanced Engineering Mathematics course and improve your grades with your Student Solutions Manual
| 677.169 | 1 |
MATH 151 – Intermediate Algebra
This course prepares students for courses that require algebraic skills beyond those taught in Elementary Algebra. Topics include equations, inequalities, linear systems in two and three variables, complex numbers and applications of functions: linear, exponential, logarithmic, quadratic, polynomial, rational and radical. In addition, the course provides a basic introduction to right triangle trigonometry, vectors, and the Laws of Sines and Cosines. Problems are approached from a variety of perspectives, including graphical, numerical, verbal and algebraic. A graphing calculator is required – the specific model is determined by the department.
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Graphs and Modelsseries by Bittinger, Beecher, Ellenbogen, and Penna is known for helping students "see the math" through its focus on visualization and technology. These books continue to maintain the features that have helped students succeed for years: focus on functions, visual emphasis, side-by-side algebraic and graphical solutions, and real-data applications. With the Fifth Edition, visualization is taken to a new level with technology, and students find more ongoing review. In addition, ongoing review has been added with new Mid-Chapter Mixed Reviewexercise sets and new Study Guide summariesto help students prepare for tests. This package contains: College Algebra: Graphs and Models, Fifth Edition
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More than 40 million students have trusted Schaum's Outlines for their expert knowledge and helpful solved problems. Written by renowned experts in their respective fields, Schaum's Outlines cover everything from math to science, nursing to language. The main feature for all these books is the solved problems. Step-by-step, authors walk readers through coming up with solutions to exercises in their topic of choice.
Outline format supplies a concise guide to the standard college courses in mathematical economics
710 solved problems
Clear, concise explanations of all mathematical economics concepts
Supplements the major bestselling textbooks in economics courses
Appropriate for the following courses: Introduction to Economics, Economics, Econometrics, Microeconomics, Macroeconomics, Economics Theories, Mathematical Economics, Math for Economists, Math for Social SciencesSchaum's Outlines 2011-1080904
Book Description:The McGraw-Hill Company. Book Condition: New. pp. 552 3rd Edition 063543791
Book Description:2011. Paperback. Book Condition: New. This brand new copy of Schaum's Outline of Introduction to Mathematical Economics by Edward T. Dowling1762519
Book Description:The McGraw-Hill Company. Book Condition: New. pp. 552 4300850
| 677.169 | 1 |
Mathematical Analysis in Engineering: How to Use the Basic Tools
This user-friendly text shows how to use mathematics to formulate, solve and analyse physical problems. Rather than follow the traditional approach ...Show synopsisThis user-friendly text shows how to use mathematics to formulate, solve and analyse physical problems. Rather than follow the traditional approach of stating mathematical principles and then citing some physical examples for illustration, the book puts applications at centre stage; that is, it starts with the problem, finds the mathematics that suits it and ends with a mathematical analysis of the physics. Physical examples are selected primarily from applied mechanics. Among topics included are Fourier series, separation of variables, Bessel functions, Fourier and Laplace transforms, Green's functions and complex function theories. Also covered are advanced topics such as Riemann-Hilbert techniques, perturbation methods, and practical topics such as symbolic computation. Engineering students, who often feel more awe than confidence and enthusiasm toward applied mathematics, will find this approach to mathematics goes a long way toward a sharper understanding of the physical world.Hide synopsis
Description:Fair. 085 Item is intact, but may show shelf wear. Pages may...Fair. 085521587980 USED BOOK in good condition| No supplements|...Good. 0521587980 USED BOOK in good condition| No supplements| Normal wear to cover, edges, spine, corners, and pages | Writing / highlighting | Inventory stickers | Satisfaction guaranteed!
Description:New. This item is printed on demand. Rather than follow the...New. This item is printed on demand. Rather than follow the traditional approach of stating mathematical principles and then citing some physical examples for illustration, Professor Mei puts applications at center stage. Beginning with the problem, he finds.
Description:NEAR FINE. Paperback, 480pp., This listing is a new book, a...NEAR FINE. Paperback, 480
| 677.169 | 1 |
Interactive applet to visualize numbers: Write a simple operation (addition, subtraction or multiplication) and solve in a...
see more
Interactive applet to visualize numbers: Write a simple operation (addition, subtraction or multiplication) and solve in a interactive way.Nubers are visualized like polygonal shapes (in Z), modular shapes (in Z), or base 10 blocks (N).To visualize numbers in a particle analogy. This work is the internet version of the old nummolt program (15 years after)Video help available. (link in the applet)
This Doctoral Dissertation was written under the guidance and collaboration of Dr. Moustapha Diack. The study was...
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This Doctoral Dissertation was written under the guidance and collaboration of Dr. Moustapha Diack. The study was conducted using data obtained from Louisiana Virtual School and East Baton Rouge Schools. The participants in the study were students that previously failed the Algebra I course.
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| 677.169 | 1 |
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Microsoft Releases Math 4.0 Free
Microsoft has released a new version of its math education software Mathematics 4.0, making it available as a free download for the first time.
By Dian Schaffhauser
03/10/11
Microsoft said the new version of its math program has been downloaded 250,000 times since its quiet January 2011 release.
Microsoft Mathematics 4.0, designed for students in middle school, high school, and early college, is intended to teach users how to solve equations while bolstering their understanding of fundamental math and science concepts. Although the company charged for its last version, this latest edition is free.
The new program works on computers running Windows XP, Vista, and 7, as well as Windows Server 2003 and 2008. The software includes a graphing calculator capable of plotting in 2D and 3D, a formulas and equations library, a triangle solver, a unit conversion tool, and ink handwriting support for tablet or ultra-mobile PC use. One new feature enables a user to create a custom movie where a 3D graphed image shifts among multiple shapes as variables change.
An 18-page step-by-step guide provides basic documentation to use the program's functions.
Microsoft Mathematics 4.0 is available now. Further information can be found here
| 677.169 | 1 |
Summary: Chapter Zero is designed for the sophomore/junior level Introduction to Advanced Mathematics course. Written in a modified R.L. Moore fashion, it offers a unique approach in which students construct their own understandings. However, while students are called upon to write their own proofs, they are also encouraged to work in groups. There are few finished proofs contained in the text, but the author offers ''proof sketches'' and helpful technique tips to help studen...show morets as they develop their proof writing skills. This book is most successful in a small, seminar style class. ...show less
Elementary Axioms The Axiom of Infinity Axioms of Choice and Substitution
B. Constructing R
From Natural Numbers to Integers From Integers to Rational Numbers From Rational Real Numbers to Real Numbers
Index Please Read This Description-Used-Good. No apparent writing/highlighting. Binding in good condition, light wear around edges. Minor scuffs and scratches on front and back covers. --Please read ...show moreour Seller Info and Policies prior to placing your order. Stock photo used for item picture. ...show less
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Please Read This Description- Used - Good. No apparent writing/highlighting. Binding in good condition, light wear around edges. Minor scuffs and scratches on front and back covers. --Please read our...show more Seller Info and Policies prior to placing your order. Stock photo used for item picture. ...show less
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Overstock Book Tallahassee, FL
2000 Paperback Good
$52.532001 Hardcover Fair Loose hinges, Item is intact, but may show shelf wear. Pages may include notes and highlighting. May or may not include supplemental or companion material. Access codes may or ...show moremay not work. Connecting readers since 1972. Customer service is our top priority. ...show less
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2000
| 677.169 | 1 |
You should have all electronic devices (cell phones, i-pods, MP3 players,
ear-buds, etc.) completely turned off and stowed before coming to class.
Recording devices are strictly prohibited. Using electronic
devices during class without my permission may result in their being confiscated.
If you miss a class, you should obtain copies of the lecture notes from
a classmate.
You should check this page daily and begin working
the assignments immediately after they are posted.
You are expected to do all assigned problems.
You may need to do additional problems for practice.
Do all the examples in the first Maple tutorial entitled
Basics.
October 6
Do not use the shortcut menu buttons in the left
panel of Maple. Rather, manually type the commands as
they appear in the Maple examples.
You should work all assigned Maple examples immediately to
help you prepare for the Maple assignments.
There also may be Maple related questions on exams.
Kettering has made Maple amply available on many PCs throughout the AB.
Remember that:
You are responsible for successfully completing all assigned
problems in all your courses.
The exams may include problems similar to these assignments and
lecture examples and may include questions about Maple.
We must maintain a steady pace to cover the material
that constitutes Math-203. If you have difficulty with a section, be
sure to see me for help immediately.
No matter how simple a topic appears when you see my examples or read
the text, you will almost certainly have difficulty completing an
exam if you do not practice the examples and do the assignments
beforehand.
Tutors are available in the SARC (AB 3-341) and at various other places and times.
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Click below to play a sample Core Video from our Praxis I Online Prep program. This particular video focuses on estimating, a concept that typically appears on several Praxis I Mathematics questions. In this video, we will review the basics on estimating and rounding, and we will also discuss a common rounding error that can cause test takers to arrive at the wrong answer, even though they've done the basic computations correctly.
When you purchase any of our Praxis I Online Prep programs, you'll get Core Videos like this one covering every key numbers & operations, algebra, geometry & measurement, and data analysis & probability concept you need to pass. You'll learn the same key subject matter you would in our live classes, as well as strategies for success on the various multiple choice question types you can expect on the exam. Then, once you are confident with the underlying subject matter, you can watch our Smart-STEM Virtual Tutoring videos, in which a tutor will show you how to apply your knowledge to the specific question types you are most likely to encounter on the actual test.
Both our Core Videos and Smart-STEM Virtual Tutoring videos are included in all our Online Prep programs!
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These Core Videos Are Included in All Our Praxis I Mathematics Online Prep Programs...
Below is a complete list of the Core Videos that are included in all our Praxis I Mathematics Online Prep programs. These videos have been created by our industry-leading team of Teachers and Subject Matter Experts based on the official Content Specifications published for the Praxis I (PPST), along with research and feedback from students and test takers, so you get an engaging, easy-to-use, and highly-focused program that makes the absolute most of your study time and teaches you the exact content knowledge and strategy you need to pass the exam.
Enroll in Praxis I Online Prep, and you can begin watching all these Core Videos right now! You'll also get instant access to a host of other great features, including Smart-STEM Virtual Tutoring Videos in which an expert tutor will discuss each question on your full-length, Praxis I Mathematics (Version 1) Practice Test, teaching you proven strategies for applying the subject matter knowledge you've gained from our Core Videos to the specific types of questions you are most likely to encounter on the real exam.
Connect with us for discounts, sample prep videos, test tips for credential candidates, in-class ideas for working teachers, grants, job opportunities in education and more.
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Professional development is often determined by black and white thinking. Either issues are considered as being good or bad, or statements like teachers should or teachers must are transported. However, it is easily forgotten from which perspective the judgment is taken, surely it is not the teacher's one. Profoundly respecting and cherishing the... more...
Relation algebras are algebras arising from the study of binary relations. They form a part of the field of algebraic logic, and have applications in proof theory, modal logic, and computer science. This research text uses combinatorial games to study the fundamental notion of representations of relation algebras. Games allow an intuitive and appealing... more...
Tips for simplifying tricky basic math and pre-algebra operations Whether you're a student preparing to take algebra or a parent who wants or needs 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, and percents, you'll build necessary math... more...
This book contains selected papers on the language, applications, and environments of CafeOBJ, which is a state-of -the-art algebraic specification language. The authors are speakers at a workshop held in 1998 to commemorate a large industrial/academic project dedicated to CafeOBJ. The project involved more than 40 people from more than 10 organisations,... more...
Signal processing is the discipline of extracting information from collections of measurements. To be effective, the measurements must be organized and then filtered, detected, or transformed to expose the desired information. Distortions caused by uncertainty, noise, and clutter degrade the performance of practical signal processing systems.In aggressively... more...
What knowledge of mathematics do secondary school math teachers need to facilitate understanding, competency, and interest in mathematics for all of their students? This unique text and resource bridges the gap between the mathematics learned in college and the mathematics taught in secondary schools. Written in an informal, clear, and interactive... more...
Mathematics education in the United States can reproduce social inequalities whether schools use either "basic-skills" curricula to prepare mainly low-income students of color for low-skilled service jobs or "standards-based" curricula to ready students for knowledge-intensive positions. And working for fundamental social change and rectifying injustice... more...
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Geometry - Revised
AGS Geometry - Revised
A complete introduction to geometry
Investigate the world of planes and solids with this revised edition of Geometry. Students go beyond the basics of geometry. Chapter openers and colorful photos invite students into the text. They explore geometric solids, triangles, the Pythagorean Theorem, quadratic equations, length, area, and volume. Throughout, Geometry presents short, lively lessons students can grasp easily. Illustrated examples abound. Features include Estimation Activities, Algebra Review, and Geometry in Your Life. Calculator Practice exercises make use of the special features of graphing calculators. Best of all, students learn to apply geometry to situations in their own lives.
Overall, this high-interest, low-readability text makes it easy for you to engage students who struggle with reading, language, or a learning disability.
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Abstract algebra is, at its core, the study of algebraic structures. As the name implies, these structures can be studied in the abstract. Therefore universal properties can be examined and proven generally, as opposed to being studied numberConnecticut's high school reform, as outlined in Public Law 10-111, mandated universal foreign language study for all students. Two credits of foreign language study will be required for all students graduating a public high school in ConnecticutHow well students perform in academic science courses over the long run is not as important as their understanding of broad science concepts and their attitudes toward science. As adults, these factors will influence their reaction to issues thatOne of the fundamental physical aspects of rocky intertidal habitats deals with wave exposure (as defined by fetch) and the impact it has on the quantity and diversity of intertidal organisms. This paper examined the rocky intertidal environment...
Phylogeography using nested clade analysis (NCA) is able to apply biological inferences to the history of populations of organisms independent of the population's structure. In the Western United States, phrynosomatine lizards have a complexResearch work reported in the literature has demonstrated that tree-rings record past climatic events as the relationship between tree-ring widths and variations in climate (temperature and precipitation) can be modeled. Therefore, tree-rings are
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Synopsis
This unit will introduce students to the underlying principles of computer graphics in games. Relevant mathematics will be covered, with focus on vectors and matrices. This theory will be placed into the games context and put into practice in a game engine environment. This will provide a foundation for the manipulation of graphics and content in future games programming classes and development.
Outcomes
Upon successful completion of this unit, students should be able to:
describe the geometric meaning behind vectors and be able to solve mathematical problems using their relevant operations;
describe the geometric meaning behind matrices, Euler angles and quaternions, and be able to solve mathematical problems using their relevant operations;
demonstrate how these mathematical principles are used in computer game functions, such as player movement, cameras and collisions;
demonstrate the ability to implement these principles practically in game programming.
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More About
This Textbook
Overview
The great Norwegian mathematician Sophus Lie developed the general theory of transformations in the 1870s, and the first part of the book properly focuses on his work. In the second part the central figure is Wilhelm Killing, who developed structure and classification of semisimple Lie algebras. The third part focuses on the developments of the representation of Lie algebras, in particular the work of Elie Cartan. The book concludes with the work of Hermann Weyl and his contemporaries on the structure and representation of Lie groups which serves to bring together much of the earlier work into a coherent theory while at the same time opening up significant avenues for further work.
Editorial Reviews
From the Publisher
"....this study is just as clearly a stunning achievement. Few historians of mathematics have made a serious attempt to cross the bridge joining the nineteenth and twentieth centuries, and those who have made the journey have tended to avert their eyes from the mainstream traffic....the single greatest merit of Hawkins' book is that the author tries to place the reader in the middle of the action, offering a close up look at how mathematics gets made...Hawkins' account of this strange but wonderful saga resurrects a heroic chapter in the history of mathematics. For anyone with a serious interest in the rich background developments that led to modern Lie theory, this book should be browsed, read, savored, and read
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...
More About
This Book
before presenting problems and exercises that include detailed solutions designed to facilitate self-study. The book's systematic presentation of subject matter is easy to follow, and encompasses all the terminology, equations, and information that students of algebra need to master. This new edition has been expanded to include step-by-step solutions for all
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MAT 107: Math For Elementary Teachers: Real Numbers
Fall 2012.
40 Students were enrolled in this course.
Additional notes: Professor created course notes/packet for students in
order to save students approximately $100 for a Textbook typically used
in the course. Packet is currently under review for publication in an
online journal that makes its materials available for free.
Textbooks/Resources Used
Student Savings
Savings per student for this course: $0.00
Full Citations for Course Resources
A project of the University Library and Friends of the University Library. Project Directors: Naomi O. Moy and Thomas Philo.
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Helping You Revise For Your Exams
GCSE
Welcome to Wyvern College's Maths Revision Website. Here you will find out about all the resources available to you to help you revise for your exams. This page is for people in years 9, 10 and 11 to help them revise for their maths GCSE. If you are in years 7 or 8 click here.
What can I use to help me revise?
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Revision Books
There are two revision books you can buy, the revision guide and the revision workbook. Definitely get a revision guide. The workbook is a nice optional extra if you want questions to practise. Both books are available for £2 each from the Finance Office.
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MyMaths
MyMaths is a brilliant revision tool that you should be using regularly. Use the online lessons and online homeworks to revise individual topics. Use the booster packs to revise a variety of topics at a certain grade. Choose the right booster pack for you.
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BBC Bitesize
BBC Bitesize GCSE Maths is a superb website specifically designed for revision. You will find short explanations and videos about topics and also test questions. Make the most of this superb website.
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MathsWatch DVD
A video lesson for every topic on the maths GCSE. It's like having a teacher inside your computer! Perfect for revising a variety of topics at your target grade and above. Buy the MathsWatch DVD from the Finance Office for £4.80.
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MathsWatch Essential GCSE Questions
Go to your task list on the VLE and you will see you have been set MathsWatch Essential GCSE Questions as an assignment. Click on the tier that you are taking (higher or foundation) and open the pdf. This contains GCSE questions and answers for you to practise.
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The Maths eBook of Notes and Examples
A complete set of notes and worked examples all in one pdf file that you can download and view on you smartphone, tablet, laptop or desktop computer. Go to the contents page then click on the topics to go to the page of notes that you are after. Click here to download.
Teacher Extra Help
Speak to your maths teacher and they will be more than happy to arrange some extra help for you at a lunchtime or after school. We want the very best for you and will always help you out whenever we can. Come and see us to make an appointment.
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What do I need to revise?
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Your teacher will be giving you quality feedback in your lessons about topics that you personally need to revise. Make sure you make a note of these in lessons so you can target your revision on the topics you need to work on. Don't fall into the trap of revising things you can already do!
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Progression Maps
.
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Here are some progression maps that you can download. These tell you exactly what you need to be able to do to move up from one grade to the next. Use these to guide your revision so you can meet and even exceed your target grade:
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Precalculus deals with various mathematical concepts (e.g. rational, trigonometric, logarithmic and exponential functions, domains of numbers, etc.) without using the methods of calculus. I am intimately familiar with these concepts as they reappear in many other disciplines (e.g. calculus, comp...
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30 July 2011
I've been working a bit with my colleagues on our 9th grade conceptual physics course. We teach a rigorous physics (not "physical science") class to all 9th graders. It's a difficult proposition to aim the material at the correct level. Many students have not taken algebra, and those who have are certainly not fluent in algebra skills.* We want to minimize arithmetic, and concentrate on conceptual skills.
* Those top-15% students who are fluent in algebra are broken out into a section of Honors Physics I.
Nevertheless, we want to teach serious physics, not merely a set of facts to be learned or situations to be memorized. We still teach physical reasoning from equations, for example... but in the sense of "mass doesn't change, speed doubles, so by ½mv2 , kinetic energy quadruples." This is some of the same fundamental understanding expected from AP-level students, but at a slower pace, with fewer equations, and without a calculator necessary.
Problem is, it's tough to find questions at this appropriate level. Hewitt's conceptual physics text is a great source, of course, but I'm talking about finding a huge bank of questions that will allow you to write numerous quizzes, tests, and exams. For college-level physics, the AP program provides more questions than you'll ever need. At the general but quantitative level, the New York Regents exam is the way to go. I have not yet found a good non-quantitative, published source of questions that are ready to copy-and-paste into your tests.
Now, the Regents exam includes occasional qualitative questions. These can be used nearly verbatim in conceptual physics. Most of the Regents questions include arithmetic or algebra, though, often emphasizing the mathematics through the phrase, "show all work, including the equation and substitution with units." I have no complaints about this quantitative approach; in fact, I train my junior-level general class to handle Regents-style questions. I just know from our department's experience that, for freshmen, "substitution with units" presents a considerable barrier to physics understanding.
Try turning a quantitative Regents question into a no-calculator conceptual physics question. For example, from the January 2006 exam:
The speed of a wagon increases from 2.5 m/s to 9.0 m/s in 3.0 s as it accelerates uniformly down a hill. What is the magnitude of the acceleration of the wagon during this 3.0-second interval?
(1) 0.83 m/s2 (2) 2.2 m/s2 (3) 3.0 m/s2 (4) 3.8 m/s2
Four different ideas occur:
Ask about the acceleration's direction instead of its magnitude. Freshmen can learn the fundamental fact that speeding up means acceleration and velocity are in the same direction, while slowing down means acceleration and velocity are in opposite directions. I'd write...
A wagon travels down a hill. The wagon's speed increases from 2.5 m/s to 9.0 m/s in 3.0 s. What is the direction of the wagon's acceleration?
(A) up the hill (B) down the hill
(C) straight down (D) straight up
Ask for a straightforward calculation of the acceleration. Even though I'm making the problems accessible without a calculator, I'm not ignoring quantitave reasoning entirely. It *is* important that a student recognize that acceleration depends on the change in an object's velocity, not on the velocity itself. So, I'd write...
The speed of a wagon increases from 9 m/s to 12 m/s in 3 s as it accelerates uniformly down a hill. What is the magnitude of the acceleration of the wagon during this 3.0-second interval?
(1) 1 m/s2 (2) 3 m/s2 (3) 3.5 m/s2 (4) 4 m/s2
Trying to just divide any old velocity by 3 s leads to an incorrect answer. The the correct answer can be determined at a glance, even by a mathematically inept ninth grader. (Math teachers will cheer now, because we're forcing students not to grab a calculator to manipulate (12-9)/3.)
Ask for a comparison to familiar values. The only acceleration that our students probably have a feel for is g. So, ask...
The speed of a wagon increases from 2.5 m/s to 9.0 m/s in 3.0 s as it accelerates uniformly down a hill. Is the magnitude of this wagon's acceleration...
(A) greater than Earth's free-fall acceleration
(B) less than Earth's free-fall acceleration
(C) equal to Earth's free-fall acceleration
Such a question does NOT necessarily require a direct calculation of the wagon's acceleration. If the student thinks in Hewitt-ese, then speeding up in free-fall means gaining 10 m/s of speed every second of fall. This wagon accelerated for 3 s, and gained nowhere near 30 m/s of speed, giving (B) as the only possible answer.
Ask about the physical meaning of numbers. Even without calculators, our students should develop a feel for the physical reality represented by numerical answers. Speeds in m/s can be estimated in mph by multiplying by 2 and adding a bit. But I'm not asking anything truly quantitative here:
The speed of an object increases from 2.5 m/s to 9.0 m/s in 3.0 s as it accelerates uniformly. Which of the following objects could NOT reasonably perform this motion?
(A) A car on an interstate
(B) An airplane during takeoff
(C) A lab cart on a track in the classroom
(D) A bicyclist going down a hill
There you have it -- FOUR different conceptual physics multiple choice items inspired by a single Regents question. And any one of these questions can be expanded into an open-response test item, or assigned for homework, by adding the phrase, "justify your answer."
25 July 2011
As detailed in the previous post, I don't feel like waiting for the AP Physics B redesign. Woodberry Forest is going to begin teaching according to the principles of the proto-AP Physics 1 and 2 courses right away, beginning in 2011-12.
We're calling our first year college-level course "Honors Physics I." We're modeling the course structure on the AP program. That means we're going to commit ourselves ahead of time to a weighted topic coverage list. That means we have a course exam written which will remain locked away until mid-May, and that will not be changed on a whim. And, I'm going to arrange for *external* validation of the exam -- I've talked to a few AP readers about a possible "trade and grade," in which I grade a set of their tests or exams, and in return they grade my Honors Physics I exams to the rubric that I send them.
The course topic coverage outline for Honors Physics I can be found here via google docs -- so please forgive any formatting issues. My goal, approximately consistent with the College Board's goal for AP Physics 1, was to cover about 60% of the current AP Physics B curriculum. Please remember -- this outline is NOT necessarily related to what the College Board has in development for AP Physics 1. Nothing about AP Physics 1 topics that has been officially released, because even the people in charge of the redesign have not settled on a final distribution of topics. My outline represents what I would do if I were solely in charge of the redesign.
Also in the linked course description you'll see the exam format. I've made the exam two hours, so as to fit better into my exam periods. It's in three sections, but without formal separation; all sections can be worked on at will during the two hours. Calculators, a constant sheet, and an abbreviated equation sheet will be accessible during all sections. (Why? That makes administration easier. And the calculator won't really help much on the multiple choice, anyway.)
My major divergence from the current AP exam format is the third "short answer" section. I'll ask ten brief questions that will usually involve a verbal explanation. You know how every recent AP free response question includes a lettered part that says "justify your answer?" Well, these short answer items will each be similar, except in isolation, without the context of a larger problem. While I have no idea whether such items will appear on the future AP Physics 1 exam, I do know that all formatting options are on the table. It sounds likely that the current dichotomy of just multiple choice and 10 or 15 point free response items will be adjusted.
Want to use this course? Go for it. I'll be happy to send you more materials: a pratice test that I'll give in November, and hard-copies of the final exam with a rubric next May. I only ask a couple of things in return: (1) Collect the exams when you're done, ensuring that they don't get posted online; (2) Report to me how your students did on the final exam, whether they did well or poorly -- I'll keep that info private except for saying globally how everyone did; and (3) Send me a can of Skyline Chili.*
* or equivalent. Condition (3) is not mandatory.
If you teach an honors course, this might be just the thing to prepare your students for the AP B exam in 2012-13. Or, you could use this course and exam to demonstrate the rigor of your non-AP course to parents, administrators, and colleges. Try it -- I think you'll like it.
So, you may have heard that the College Board has been working on a revolutionary change to the algebra-based AP Physics course. In its current form, AP Physics B requires an enormous breadth of material. As it stands, teaching AP Physics B well is as much about organization, scheduling, and pace as it is about presenting the overly-numerous physics topics themselves.
The College Board's plan, as they have discussed at their annual conference and with readers, is essentially to split AP Physics B into two courses, AP Physics 1 and AP Physics 2. In principle, each of these separate courses would mimic a semester's worth of college physics, in the style of AP Physics C and its two independent exams. The overall combined AP Physics 1 and 2 curriculum would allow even more broad coverage of physics; but since the material is intended to be spread over two years, a single course will cover *less* breadth and thus be manageble for a wider student population.
Although the curriculum is still in considerable flux, a few general principles have been released.
Topics / "Big Ideas": The specific topics to be taught in each year, and the depth to which those topics should be taught, are currently unclear. Partially this is because the redesign committee has chosen to prioritize "big ideas" of physics that cross topic areas. For example, Newton's three laws and the relationship between forces, fields, and motion can be applied to more than just blocks on inclines; so, this "big idea" will be revisited in covering static fluids, electrostatic forces, magnetic forces, and so on. Similarly, conservation laws can be applied across topics, at the introductory level including even (or especially) nuclear physics. Topics will be chosen to fit the "big ideas" model of learning introductory physics.
Writing: If you look back at Physics B exams from the 1970s and 80s, you'll see a lot of problems testing algebraic manipulative ability as much as conceptual understanding. That focus changed substantially in the mid 1990s. Laboratory-based questions, along with the proliferation of "justify your answer" items became regular features of the free response exam. Everything I've heard about the new Physics 1 and 2 courses indicates that this emphasis on justifications and explanations will not merely continue, but will dominate the exams. That doesn't mean that derivations and calculations will disappear, since those are part of physics, too. However, you can expect that those who consider physics merely as the process of plugging numbers into an equation will be at an even more significant disadvantage than they already are. Students will need to develop the skill of communicating understanding verbally, and concisely.
The redesign into two separate algebra-based courses provokes ideological struggle amongst physics teachers that sometimes approach Burr-Hamilton levels. I will not get into the pro and con arguments here, at least not yet. It's too early to panic or rejoice. Physics 1 and Physics 2 will not begin for at least three years, and likely more. The College Board is still in the process of getting buy-in from colleges, designing and norming the curriculum and the exam; then they understand that they need to provide significant lead time so schools can figure out how these new courses fit into widely varying science programs.
My message to teachers is not to worry about the redesign yet. AP Physics B, in its current incarnation, will continue for a while.
One great advantage of the upcoming Physics 1 course is the potential to truly serve a broad portion of your college bound population with a first-year AP course. Those who teach "honors physics" or "college prep physics" will likely find that AP Physics 1 meets their needs beautifully.
I and my department, we didn't want to wait. We are teaching "Honors Physics 1" next year. (Not "AP Physics 1," because that AP course doesn't exist yet, and we can't use the College Board's trademark on an unofficial course.) In my next post I'll describe my school's course, which is intended to be my own version of what I hope AP Physics 1 might become. I'll even provide some course materials if you're interested... read on.
14 July 2011
* An "acorn" is a first-year AP reader, so called because her nametag includes a sketch of an acorn in the corner. A "grasshopper" is a first-year AP table leader, so called because someone thought it sounded cool.
"One thing I have been mulling over for awhile is how to handle homework. I completely agree with grading homework, and with assigning minimal amounts daily with the expectation that students will present thoughtful thorough solutions. I also do not accept late work, and like your extensions and exemptions policies.
I would like to avoid copious HW review during class, so my response has been to post homework solutions (in the past - on paper. Now I am considering video clips.) What do you do in your class?"
It's great to hear from Lisa. The AP reading is an amazing source of teaching ideas. I'd say that 2/3 or more of what I do in my class is inspired by a conversation from the reading. Lisa's "video clips" thought is likely based on a brief presentation by Misissippian Marsha Hobbs, who showed us some wonderful videos of her doing physics problems. If I were taking a class online without daily personal contact with classmates, I would want access to a set of Marsha's videos.
But Lisa, to address your specific question, I think I recognize the in-class conversation you're trying to avoid: "How do you do problem 2 in detail?" say the class. If you don't go through every last little step of problem 2, it becomes "Mr. Jacobs is so mean and unfair. He won't even show us how to do the homework. How are we supposed to learn physics if he won't help us find our mistakes?"
For about the first seven years I taught, I posted homework solutions. I was able to tell the class, "If you have any specific questions about the problems, the solutions are posted. Take a look after class. But for now, let's figure out how to do *tonight's* problems…" That didn't completely prevent the whining at first, but it allowed me to checkmate such a complaint. "My daughter says you didn't go over the homework. How is she supposed to learn?" "Oh, she never came to talk to me, so I figured that she had compared her work with the posted solutions, and didn't have any further questions. Did she study with the posted solutions?"
In practice, very few students ever looked at my solutions. And if they did look, they checked the answer and moved on. No matter how beautifully I modeled the problem presentation process, no matter the clear verbal explanations I included, a student didn't care. Right answer? Great, move on. Wrong answer? Dang, move on.
Posted solutions were like nuclear weapons – they were for having, not for using. After a few years at the same school, parents and colleagues no longer questioned my competence, so I didn't need the CYA aspect of posted solutions; and I had become good enough at problem solving that I didn't need to write out every step of every assigned problem for my own sake. I saved a lot of time by not writing out solutions anymore. (I now have available a set of Giancoli 5th edition solutions in a couple of three-ring binders – bidding starts at one case of canned Skyline Chili.)
So how do I now preclude the calls to go over homework in detail? I *want* to discuss important physics issues about the problems, but I don't want to do a problem step-by-step. Thing is, I know what the major sticking points will be on most problems. One of my daily quiz questions might refer to an issue on a homework problem: "Which of the following is a correct free body diagram for problem #2 last night?" By going over the quiz, I'm also going over the homework. I rarely ask, "any homework questions?" Rather, I ask the questions myself: "You weren't given the mass of the roller coaster, so how did you solve the problem without that information?"
I make sure discussion is on *my* terms. This means questions about physics concepts are fine, but questions about how much credit they might get for their answer are unacceptable. If a student presses his questions beyond the scope I want to deal with during class, I politely offer to continue the conversation during the daily consultation period. Somehow, though I'm sincere in my offer, that student rarely ever shows up on his own time to talk physics with me. Go figure. :-)
09 July 2011
Today's topic discusses consultation, or extra help, or tutorial, or whatever your school calls unstructured time when students can drop in to talk to you about physics. The post in one sentence: When a student's work is late, schedule a required appointment with him outside of class.
In the previous episode about extensions, I described my rather liberal policy of no-questions-asked homework extensions. The question is, what happens when a student who is out of extensions doesn't have homework? That's when I have to bring the hammer.
It's important to note that I treat half-arsed homework similarly to absent homework. The whole goal is to get every student to do every problem carefully and thoroughly. I don't want to encourage last minute BS as a way of avoiding consequences.
The trick that has been effective for me is *not* to emphasize a grade penalty for late or crappy work. Sure, such work earns minimum credit, even if it's eventually done right. But the mere threat of a bad grade is not effective amongst a certain subset of students. The guiding principle that has worked for me: I make itmore difficult to do an assignment wrong than to do it right the first time.
A student without homework has already used up his numerous extensions. That means it is the third or fourth time in the last five weeks that he hasn't done a short assignment. He is aware of my policies, and has chosen to take the grade penalty. Fair enough, say some. Analagous is the guy who's been caught driving recklessly five times, and who pays his fines and raised insurance premium without complaint. No, that's *not* "fair enough." The goal is not to assess a fair penalty for reckless driving; the goal is to get this guy to stop driving recklessly.
We have another currency at our disposal other than grades: time. Not only do I require students without homework to do the assignment correctly, I dictate the time at which they do so, and they do the work under direct supervision.
My school provides two time periods when I can require a student to show up to do supervised academic work. The first is an afternoon study hall, which is reserved for those who need extra time to catch up with missing work. "You're out of extensions and missing today's assignment. So, you must attend today's afternoon study hall, because that will give you the structured time you need to catch up with your work." Whether he's having to miss out on an hour of sports practice, or whether he just loses an hour of quality video game time, this student will have an hour of physics work forced upon him in replacement.
The other option is a mid-morning consultation period, during which classes are not in sesson. Students usually use this time as they see fit, to finish homework, ask a teacher for help, or go to the snack bar for a break. A student with poorly done or missing homework in my class, though, will be required to come see me during this time: "This assignment was nowhere near correct. I think you need some help understanding this material; please come see me during 9:30 consultation for a required academic appointment."
Now, I'm lucky that my school's schedule provides these times for my use. My students are well aware that teachers are encouraged to require them to attend these study times where necessary. So, I don't get serious complatints, but I do have to be firm in not accepting excuses: "I'm sorry that today's football practice is really important, but you have physics work missing." "Yes, I understand that you were planning to finish your English paper during morning consultation period, but you need my help in physics, so you will attend the consultation period." The only acceptable excuse is a prior commitment to meet with a different teacher, in which case I reschedule for the next day.
Your school probably does have a similar time of which you can make use, though you might have to be creative. After school, before school, lunch time... whenever students and you are simultaneously uncommitted, require them to come see you. If a student fights the requirement, engage -- this is a battle worth fighting. Do whatever it takes to establish the procedure that missing or crappy homework automatically leads to a required meeting with you, because after mid-October, you'll hardly ever have to require these meetings. Students will resign themselves to just doing the homework right the first time.
Importantly, when I require a student to attend either of these study periods, I try to avoid any suggestion of punishment. A slacker will very often try to play the victim amongst his classmates (and parents), seeking sympathy and confirmation that I am a power-hungry jerk. If I were to thump my chest, deliver a lecture on responsibility, act personally offended that a student was too lazy or immoral to complete my assignments, then that slacker would find the sympathy he seeks. Moreover, the slacker would invariably come to these study periods with a vicious, bitter attitude, as if it were my fault that he didn't do his homework. That's not helpful to anyone. As often as I can, I want the slacker to actually use the extra time I've given him to do a good job on the problems.
Nevertheless, no matter how much I explain that consultation and the afternoon study hall are merely tools to help the students keep up with a difficult course, the students tend to see these tools as punishments to be avoided. That's okay by me... because, how do they avoid the "punishment"? They get the homework done on time and with reasonable effort. Which is all I want.
04 July 2011
I'm in the midst of a series of posts about course structure and rules for daily assignments. Before you go all nuts and say "No, what you say would never work," it's important to recognize that everyone's class structure must be context specific.
I teach 11th and 12th grade in a boys' boarding school; it's unlikely that you are in the same situation. A commenter mentioned, quite reasonably, that he thought it *un*reasonable to assign work every night -- after all, high schoolers have lives outside of academics, which we should respect. Assignments due every few days allow the student to execute a guiltless social life, and preempt the excuse that a given night's required events provided no possible time for homework. Fair enough, in the right situation.
I've heard it claimed (and I even used to claim myself) that widely spaced, longer assignments help teach students to manage their time wisely, because the burden is on THEM to work ahead, and they themselves pay the price of catching up if they have procrastinated. When I taught at a day school, I assigned sets of 5-6 problems each due about twice a week. Virtually every problem set was, in practice, worked on only the night before it was due. Groups of students deliberately planned social get-togethers twice weekly in conjunction with the assignment schedule. That worked fine with those students' schedules. However, don't think my students did much forward thinking: I frequently heard complaints that I scheduled a problem set due the day after a ballgame, dance, or event. The idea that they could or should work ahead since they had the assignments available a week in advance did not compute.
The actual advantage of fewer-but-longer assignments at that particular day school involved collaboration. These folks could and did arrange minor physics parties twice a week; I don't think they would have collaborated with each other so well on a nightly basis.
When I arrived at the boarding school, I initially attempted the same course structure. Thing is, my students here live on dorm, and have a nightly two-hour study period. The facutly generally make daily assignments, with few long-term deadlines. The students are used to looking no further than the work due the very next day.
So, I faced serious opposition to bi-weekly deadlines. It worked like this:
* Monday night: Nothing due Tuesday, so do no physics homework.
* Tuesday night: Nothing due Wednesday, so do no physics homework.
* Wednesday night: Six problems due Thursday. Spend 45 minutes working, see that there are still three problems to go. Get work for other classes done. Complain to department chairman that Mr. Jacobs is assigning more than the official 45-minute-per-night limit.
Aarrgh! On one hand, it was easy to complain about those danged kids these days, don't know how to manage their time and plan ahead as of course everyone did in my day. But it was *my* responsibility to adjust my course structure to fit my students' preconceptions. And so I did.
I quickly changed to nightly assignments. Since everyone lives on dorm, collaboration is easy on a nightly basis. Since study periods are considered sacred and are hardly ever canceled for other events, I am confident that everyone has the available time to invest in physics if that time is used wisely. Of course I still tend to post assignments several days ahead of time, so that interested students can work ahead. The nightly structure has served me well in terms of getting the homework done at all, and then in terms of fostering collaboration.
As you determine your daily assignment structure, try not to think in idealistic terms. Think practically -- not what your students *should* do, but what structure will most likely actually result in carefully presented, vetted solutions to the assigned problems. Author Terry Pratchett mentions that structuring a society's taxes is like dairy farming: the goal is to extract the maximum amount of milk with the minimum amount of moo. I'd say, treat homework the same way.
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Linear Algebra For Dummies
About the book
Your hands-on guide to real-world applications of linear algebra
Does linear algebra leave you feeling lost? No worries this easy-to-follow guide explains the how and the why of solving linear algebra problems in plain English. From matrices to vector spaces to linear transformations, you'll understand the key concepts and see how they relate to everything from genetics to nutrition to spotted owl extinction.
Line up the basics discover several different approaches to organizing numbers and equations, and solve systems of equations algebraically or with matrices
Reviews forLinear Algebra For Dummies
maiasaura_1
I bought this book to read the summer before enrolling in Linear Algebra, as I had heard it was a hard subject even for the mathematically inclined. It's a good introduction, although it's not very comprehensive. It spends a lot of time covering matrix algebra operations that are--at least at my college--usually done by computer. Another downside is the lack of practice problems. Still, a clear and competent text, and not a bad way to start out.read more
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teach developmental through 2nd year math courses and introduction to statistics courses which I teach frequently. My Understanding Statistics course (BIS 315) introduces students to the basic concepts and logic of statistical reasoning and gives the students introductory-level practical ability to choose, generate, and properly interpret appropriate descriptive and inferential methods. In addition, the course helps students gain an appreciation for the diverse applications of statistics and its relevance to their lives and fields of study. The course does not assume any prior knowledge in statistics and its only prerequisite is basic algebra. The textbook is online and free to students. It includes simulations, case studies, comprehension tests, interactive learning exercises that provides immediate feedback that helps students assess their own learning.
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This thorough and accessible book from one of the leading figures in the field of linear algebra provides readers with both a challenging and broad understanding of linear algebra. The author infuses key concepts with their modern practical applications to offer readers examples of how mathematics is used in the real world. Topics such as linear systems theory, matrix theory, and vector space theory are integrated with real world applications to give a clear understanding of the material and the application of the concepts to solve real world problems. Each chapter contains integrated worked examples and chapter tests. The book stresses the important role geometry and visualization play in understanding linear algebra. For anyone interested in the application of linear algebra theories to solve real world problems.
Refund Policy: If you are not satisfy with the Solution Manual/Test Banks you received please contact us immediately so we can find a solution to your problem. If we can not find a common solution then we will refund you back your money.
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ABSTRACT ALGEBRA I
An introduction to the theory of groups and rings. The fundamental group properties and concepts including cyclic groups, subgroups, direct products, symmetric groups, co-sets, normal subgroups, and the group homomorphism theorems are discussed. Prerequisite: MATH 220 with a minimum grade of 'C-.'
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The CCP includes modules that combine the flexibility and connectivity of the Web with the power of computer algebra systems...
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The CCP includes modules that combine the flexibility and connectivity of the Web with the power of computer algebra systems such as Maple, Mathematica, MatLab and MathCad. This particular collection includes single-topic modules on Multivariable Calculus as well as applications in this subject.
This applet is part of a larger collection of lessons on graph theory. The focus of this particular applet is on Spanning...
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This applet is part of a larger collection of lessons on graph theory. The focus of this particular applet is on Spanning Trees. The user will explore depth first and breadth first methods of developing spanning trees from a connected graph.
This lesson was the second place winner in the 2012 SoftChalk Lesson Challenge.The lesson has the following...
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This lesson was the second place winner in the 2012 SoftChalk Lesson Challenge.The lesson has the following objectives: AState the integer that corresponds to a real-world situation.BGraph rational numbers on the number line.CConvert from fraction notation for a rational number to decimal notation.DDetermine which of two real numbers is greater and indicate which, using < or >.EFind the absolute value of a real number.FIdentify numbers that are members of the Real Number System.
This lesson received an honorable mention in the 2012 SoftChalk Lesson Challenge.'In this lesson we begin to examine what...
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This lesson received an honorable mention in the 2012 SoftChalk Lesson Challenge.'In this lesson we begin to examine what happens when we have a list of numbers, known as a sequence. We will determine when these lists of numbers, or sequences, have a pattern, when we can generalize that pattern to find any term and what it looks like if we sum up the numbers in the sequence. Let's start off with a few definitions and some terminology and from there we will see how we can determine their behavior.' subject matter of this learning object is Algebra. In particular, it explains the various ways of writing multiplication...
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The subject matter of this learning object is Algebra. In particular, it explains the various ways of writing multiplication and provides examples of the use of some multiplication symbols. It is targeted to the audience of learners that are transitioning from basic arithmetic to beginning algebra. The learning object is a video explaining the related concepts.
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Student and tutor module reviews
Developing algebraic thinking
Student reviews
This was a very useful, interesting and challenging module that completed my Graduate Diploma in Mathematics Education. The earlier modules were useful preparation.
It provided knowledge of teaching strategies, insight into how people learn, the use of ICT and interesting tasks which increased my subject knowledge. The book is well-written.
The book contains a lot of tasks and asks you to be selective. I did almost all of them so I did a lot more than the stated 12 hours per week. This improved my knowledge of teaching algebra and gave me a bank of tasks to try out with my learners.
The main idea behind this module is to use tasks that require expressing generality in order to solve problems and how ICT helps this process. This is much better than teaching abstract algebraic techniques which learners find pointless and boring.
Tutor support is good and the forums were lively. Discussion of ideas is welcome, but giving mathematical answers to tasks is not, as they are required for assignments.
Enough guidance is given to do very well in the assignments. They are still difficult, because you need to draw together a lot of ideas and synthesise them in a limited word count.
I would recommend the course if you teach, or plan to.
Savo Balac
Course starting: April 2012
Review posted: December 2012
Loved the course!!! It helped so much with the new initiative of rich tasks in the classroom and has provided me with lots of resources whereby learners have to use mathematical processes.
Jacqueline Fordham
Course starting: April 2008
Review posted: November 2009
The stratagies that I learned from the course opened my mind to how dynamic mathematical learning can be. I did find the structure to be a bit repetitive in that in tackled the different constructs in the same manner, but that aside, a great eye opener. The work load was fine - I studied 60 points together (ME625 & 626).
Richard Jordan
Course starting: April 2008
Review posted: October 2009
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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, and percents, you'll build necessary skills to tackle more advanced topics, such as imaginary numbers, variables, and algebraic equations. Look inside and discover topics such as:Understanding fractions, decimals, and percentsUnraveling algebra word problemsGrasping prime numbers, factors, and multiplesWorking with graphs and measuresSolving single and multiple variable equationsWant more? Let Basic Math & Pre-Algebra Workbook For Dummies help you out even further. You'll find 280+ pages with hundreds of practice problems featuring ample workspace to work out the problems. Each problem includes a step-by-step answer set to identify where you went wrong (or right). This helpful workbook will get you up to speed with basic math and pre-algebra before you know it!
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Algebra Demystified:Self-Teach.Gde. - 03 edition
Summary: MASTER ONE LIFE'S MOST USEFUL SKILLS--EVEN IF YOU'VE NEVER BEEN GOOD AT MATHKnowing algebra gives you a better choice of jobs, helps you perform better in science, computing, and math courses, ups your score on competitive exams, and improves your ability to do daily computations. And there's no faster or more painless way to master the subject than ''Algebra Demystified! Entertaining author and experienced teacher Rhonda Huettenmueller provides all the math background you need and u...show moreses practical examples, real data, and a totally different approach to life the ''myst'' from algebra. With ''Algebra Demystified, you master algebra one simple step at a time--at your own speed. Unlike most books on the subject, general concepts are presented first --and the details follow. In order to make the process as clear and simple as possible, long computations are presented in a logical, layered progression with just one execution per step. THIS ONE-OF-A-KIND SELF-TEACHING TEXT OFFERS: * Questions at the end of every chapter and section to reinforce learning and pinpoint weaknesses * A 100-questions final exam for self-assessment * An intensive focus on word problems and fractions--help where it's most often needed * ''Detailed examples and solutions Whether you want to learn more about algebra, refresh your skills, or improve your classroom performance, ''Algebra Demystified is the perfect shortcut
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The CliffsStudySolver workbooks combine 20 percent review material with 80 percent practice problems (and the answers!) to help make your lessons stick. CliffsStudySolver Algebra I is for students who want to reinforce their knowledge with a learn-by-doing approach. Inside, you'll get the practice you need to tackle numbers and operations with... more...
From signed numbers to story problems — calculate equations with ease Practice is the key to improving your algebra skills, and that's what this workbook is all about. This hands-on guide focuses on helping you solve the many types of algebra problems you'll encounter in a focused, step-by-step manner. With just enough refresher explanations... more....... more... possibly pursue further study in math. Algebra II For Dummies... more... applications in fields as broad as financial analysis, music... more...
Covers percentages, probability, proportions, and more Get a grip on all types of word problems by applying them to real life Are you mystified by math word problems? This easy-to-understand guide shows you how to conquer these tricky questions with a step-by-step plan for finding the right solution each and every time, no matter the kind or level... more...
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books.google.com - This self-contained text provides an introduction to modern harmonic analysis in the context in which it is actually applied, in particular, through complex function theory and partial differential equations. It takes the novice mathematical reader from the rudiments of harmonic analysis (Fourier series)... in Harmonic Analysis
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*Abstract Algebra: Theory and Applicati - 2013 edition
Summary: Abstract Algebra: Theory and Applications is an open-source textbook written by Tom Judson that is designed to teach the principles and theory of abstract algebra to college juniors and seniors in a rigorous manner. Its strengths include a wide range of exercises, both computational and theoretical, plus many nontrivial applications. The first half of the book presents group theory, through the Sylow theorems, with enough material for a semester-long course. The second-half is suitable for a sec...show moreond semester and presents rings, integral domains, Boolean algebras, vector spaces, and fields, concluding with Galois Theory
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Registration: Interim
Interim 2010
Mathematics
W80 Curricular Materials for K-8 Mathematics. This course examines and evaluates K-8 mathematics curricula in the context of the NCTM Principles and Standards for School Mathematics. Although the emphasis this year will be on grades K-5, curricula at all grade levels will be examined. Some of the curricula to be discussed are Everyday Mathematics, Investigations, Math TrailBlazers, Connected Mathematics, MathScape, MathThematics and Mathematics in Context. Familiarity with a variety of K-8 mathematics curricula, with state and national mathematics grade level standards, and with state and national K-8 mathematics testing instruments is important for prospective teachers. Practice in designing exemplary mathematics lessons, making mathematics/literature connections, and solving mathematics problems are valuable skills for classroom mathematics teachers. Students are expected to complete assigned readings, to participate in and lead sample activities and lessons, and to contribute to small-group and whole-class discussions of the materials under consideration. Evaluation is based on in-class participation, presentation of grade-level lessons, several written quizzes, and written projects. Optional K-8 classroom observations can be arranged for the morning hours. Students should arrange their schedules so that they can spend some additional hours in the Curriculum Center. This course may replace Mathematics 110 in the elementary education mathematics minor for students who have completed four years of high school mathematics and who have received permission from their mathematics advisor. Prerequisite: MATH 222. J. Koop. 2:00 p.m. to 5:00 p.m.
W81 Elliptic Curves. The subject of elliptic curves is a beautiful example of the interconnectedness of the different branches of mathematics. The student will use geometry, calculus, number theory and group theory to understand the basics of the subject. In addition to the purely mathematical aspects, some applications such as cryptography will be discussed. There will be a brief discussion of how Fermat's Last Theorem, a 300 year old unsolved problem, was proved using ideas from elliptic curves. There will be daily assignments and a final project. The course meets the Interim course requirement for mathematics majors. Prerequisites: Math 256, or a 300-level mathematics course in which proof is emphasized. J. Ferdinands. 2:00 p.m. to 5:00 p.m.
W82 Geometry and Gravitation. This course is an introduction to the mathematics of Einstein's theory of gravity, also known as the General Theory of Relativity. Topics will include the geometry of special relativity (flat spacetime), Lorentz transformations, the equivalence principle, the geometry of curved spacetime, the geodesic equation, gravitational redshift, and Schwarzschild spacetime near black holes. Student evaluation will be based on homework and student presentations. This course may fulfill an elective in the Mathematics major. Prerequisites: MATH 261, or 231 and 232. C. Moseley. 2:00 p.m. to 5:00 p.m.
170 Elementary Functions and Calculus II . This course is a continuation of Mathematics 169. Topics include derivatives, applications of derivatives, and integrals. Historical and philosophical aspects of calculus are integrated with the development of the mathematical ideas, providing a sense of the context in which calculus was developed. Prerequisite: Mathematics 169. C. Hampton . 8:30 a.m. to noon and 2:00 p.m. to 5:00 p.m.
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2algebra 2
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Makes Numerical Programming More Accessible to a Wider Audience
Bearing in mind the evolution of modern programming, most specifically emergent programming languages that reflect modern practice, Numerical Programming: A Practical Guide for Scientists and Engineers Using Python and C/C++ utilizes the author?s many years of practical research... more...
Solve Developed Models in a Numerical Fashion
Designed as an introduction to numerical methods for students, A Numerical Primer for the Chemical Engineer explores the role of models in chemical engineering. Combining mathematical correctness (model verification) with numerical performance (model validation), this text concentrates on numerical... more...
Give Your Students the Proper Groundwork for Future Studies in Optimization
A First Course in Optimization is designed for a one-semester course in optimization taken by advanced undergraduate and beginning graduate students in the mathematical sciences and engineering. It teaches students the basics of continuous optimization and helps them... more...
This book originates as an essential underlying component of a modern, imaginative three-semester honors program (six undergraduate courses) in Mathematical Studies. In its entirety, it covers Algebra, Geometry and Analysis in One Variable. The book is intended to provide a comprehensive and rigorous account of the concepts on sets, mapping, family,... more...
The mathematics of ancient Egypt was fundamentally different from our math today. Contrary to what people might think, it wasn?t a primitive forerunner of modern mathematics. In fact, it can?t be understood using our current computational methods. Count Like an Egyptian provides a fun, hands-on introduction to the intuitive and often-surprising... more....... more...
Introduces both the fundamentals of time dependent differential equations and their numerical solutions Introduction to Numerical Methods for Time Dependent Differential Equations delves into the underlying mathematical theory needed to solve time dependent differential equations numerically. Written as a self-contained introduction, the book... more...
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ayn Martin-Gay firmly believes that every student can succeed, and her developmental math textbooks and video resources are motivated by this belief. Prealgebra, Sixth Edition was written to help readers effectively make the transition from arithmetic to algebra. The new edition offers new resources like the Student Organizer (available separately) and now includes Student Resources in the back of the book to help students on their quest for success.
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Find a Vermont, CA TrigonometryHowever, when more than three equations need to be solved simultaneously, one needs to begin using arrays and matrices. Thus, central to linear algebra is the study of matrices and how to perform basic operation such as matrix multiplication. The notion of vector space and subspace becomes important and Eigenvalue problems will be introduced in more advanced linear algebra courses.
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This work treats an introduction to commutative ring theory and algebraic plane curves, requiring of the student only a basic knowledge of algebra, with all of the algebraic facts collected into several appendices that can be easily referred to, as needed. Kunz's proven conception of teaching topics in commutative algebra together with their applications... more...
aiThis volume was produced in conjunction with the Thematic Program in o-Minimal Structures and Real Analytic Geometry, held from January to June of 2009 at the Fields Institute. Five of the six contributions consist of notes from graduate courses associated with the program: Felipe Cano on a new proof of resolution of singularities for planar analytic... more...
The first book of its kind, New Foundations in Mathematics: The Geometric Concept of Number uses geometric algebra to present an innovative approach to elementary and advanced mathematics. Geometric algebra offers a simple and robust means of expressing a wide range of ideas in mathematics, physics, and engineering. In particular, geometric algebra... more...
Automorphic forms are an important complex analytic tool in number theory and modern arithmetic geometry. They played for example a vital role in Andrew Wiles's proof of Fermat's Last Theorem. This text provides a concise introduction to the world of automorphic forms using two approaches: the classic elementary theory and the modern point... more...
This welcome boon for students of algebraic topology cuts a much-needed central path between other texts whose treatment of the classification theorem for compact surfaces is either too formalized and complex for those without detailed background knowledge, or too informal to afford students a comprehensive insight into the subject. Its dedicated,... more...
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Math Review
McNair Achievement Program
Pre-Algebra
Math Oasis This site gives animated tutorial lessons that are interactive. The site is excellent for fractions and sign numbers.
Aplusmath This site has practice sections and games on multiplication, division, addition, subtraction, square roots, rounding, and other arithmetic skills. This site will help you to improve your speed in solving these math problems and you can develop your own flash cards.
Beginning and Intermediate Algebra
Purple Math This is one of the best math sites for Beginning and Intermediate Algebra. The lesson sections are divided into topic areas that provide practical solution steps.
Interactive Algebra This is a site to practice problems concerning equations, inequalities, factoring and graphing. It takes you step by step through the problems giving you each step.
Geometry/Statistics
AAA Math This site has some elementary statistics information and problems.
College Algebra
S.O.S. Mathematics This site has a list of math topics and a description on how to solve the problems. It offers over 2500 pages of math with explanations.
Interactive Mathematics This is a very extensive site that has a detailed explanation on how to work math problems with drawing. The site is for students and instructors with helpful downloads.
College Algebra Tutorial This is a site dedicated to improving student learning in concepts of algebra, equations, inequalities, functions, graphs, and exponential and logarithmic functions.
Calculus/Differential Equations
Interactive Mathematics This is a very extensive site that has a detailed explanation on how to work math problems with drawing. The site is for students and instructors with helpful downloads. Automatic Math Problem Solvers
QuickMath This is a site that can solve your algebra, calculus and matrices problems with step-by-step solutions. The site also has products and services you can purchase but the Automatic Math Solutions calculator is free.
Other Support Sites
Math Words This site is an interactive math dictionary with math terms, math formulas, math pictures, diagrams and tables to improve your understanding of math.
Glossary This is a math glossary site that has math terms covering everything from arithmetic to calculus. It is very easy to use and also has other resources.
PDF Pad This is a free site that let you print a verity of types of graph paper.
Study Stacks This is a virtual flash card site that you can make up your own flash cards or review flash cards that have already been developed.
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Precalculus: Graphs and Models - 5th edition
Summary: The Graphs and Models series by Bittinger, Beecher, Ellenbogen, and Penna is known for helping students ''see the math'' through its focus on visualization and technology. These texts continue to maintain the features that have helped students succeed for years: focus on functions, visual emphasis, side-by-side algebraic and graphical solutions, and real-data applications. With the Fifth Edition, visualization is taken to a new level with technology. The authors also in...show moretegrate smartphone apps, encouraging readers to visualize the math. In addition, ongoing review has been added with new Mid-Chapter Mixed Review exercise sets and new Study Guide summaries to help students prepare for tests$135.86
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Mathematics for College Physics - 04 edition
Summary: A supplementary text for introductory courses in Algebra-Based Physics.
Designed for concurrent self-study or remedial math work for students in introductory courses, this text is ideal for students who find themselves unable to keep pace because of a lack of familiarity with necessary mathematical tools. It not only shows them clearly how mathematics is directly applied to physics, but discusses math anxiety in general and how to overcome it. Instead of a ...show morerigorous development of the concepts of mathematics (as is found in a typical math book), the text describes the various mathematical concepts and tools (including algebra, trigonometry, geometry, vector, and statistics) and their direct use in solving physics problems. Almost all sections end with worked-out examples and exercises directly from introductory physics.
Features :
Ideal for students with weak mathematics backgrounds.
Helps students improve their math skills generally and develop competence and confidence in using math in a physics course.
A discussion on math anxiety.
Helps students understand the basis of their anxiety and offers suggests on how to deal with it.
Shows common math mistakes.
Points out traps and pitfalls that students often encounter.
Worked-out examples and problems from physics--In almost all sections.
Shows students how the concept of mathematics is directly applied to physics.
An abundance of tables and figures--Many (e.g., the units of base and derived quantities) highlighted in boxes.
Offers support for visual learners and provides convenient study and review tools.
Appendices.
Provides students with a convenient source of important physical constants, useful data, and conversion factors.
1. Fun with Physics and Mathematics. 2. Algebra: Dealing with Numbers and Equations in Physics. 3. Trigonometry: A Powerful Tool to Solve-Real-World Problems. 4. Geometry: Dealing with Shapes and Plots. 5. Vectors: Tracking the Direction of a Change. 6. Probability and Statistics: Analysis of Data and Predicting Future from the Present
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01393083Trigonometry
Designed to extend fundamental mathematical skills, the text provides completely worked out examples and an abundant supply of exercises in each lesson. Key concepts are highlighted and many applications are included. Written in very simple, understandable language, with plenty of illustrations and down to earth examples. The book includes and Answer Key and a Glossary of terms at the end. 472 pages
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0133659453
9780133659450
Prentice Hall Mathematics Pre-Algebra:Prepare students for Algebra-appropriate for both middle school and high school students.Solid preparation for algebra and geometry Integers and algebraic concepts are introduced beginning in Chapter 1 to develop students' algebraic thinking skills. Throughout the text, algebraic concepts are connected to arithmetic skills to build on what students know. Geometry concepts are integrated when appropriate to foster connections.An emphasis on mastery of basic skills. The text provides numerous opportunities to assess basic skills along with abundant remediation and intervention activities. Daily spiral review provides practice on prerequisite skills, and an in-text Skills Handbook offers instruction for all basic skills.
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Free Homework Help
SchoolTutoring Academy – Premier K-12 and College Tutoring
Overview Division is the inverse of multiplication. If a times b equals c, and b is not equal to zero, then c divided by b equals a. Also, for any real number a not equal to zero, a times 1/a equals 1. Division Division is one of the four basic arithmetic operations. It is usually […]
Overview If two linear equations are solved, and their solution is graphed on a Cartesian coordinate plane, there are three possibilities. The lines may be the same, with all solutions in common. They may never intersect, with no solutions in common. They may intersect at only one point, with one solution in common. Review of […]
Overview Operations with sets include the union of sets, the intersection of sets, and complements of sets. These operations can be applied to solve survey problems using sets. Special Types of Sets Some special types of sets include the null or empty set, the universal set, and proper and improper subsets. The null or empty […]
Overview: The dimensions of a matrix are important to its definition. In order for the multiplication of two matrices to be meaningful, each matrix must have certain dimensions. Multiplication of matrices is not commutative. Review of Scalar Multiplication In order to multiply a matrix by a constant, every member of the matrix is multiplied by […]
Overview Thinking about sets of objects and numbers is as simple as counting and as complex as infinity and transfinite numbers. Sets are an essential underlying concept of mathematics and logic. Roster or Description Mathematicians use the language of set theory to describe sets. For example, small, finite sets can be defined using the roster […]
Overview Infinity in math means endlessness, limitlessness, and unboundedness. Different levels and symbols exist, which depend on how it is defined. There are many applications in science for the endlessly fascinating concept of infinity. Endlessness This is the most familiar concept of infinity. The number line is endless in both directions, stretching from its origin […]
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Geometric Rigidity One-day Workshop
The theory of bar-joint frameworks and related constraint systems of geometric objects forms a broad mathematical subject which makes use of diverse techniques drawn from combinatorics and matroid theory, from commutative algebra and algebraic geometry and from analysis.
Additionally there are significant applications in engineering, material science and CAD software development.
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11 Answers
11
For an undergrad who knows what a proof is, Bollobas's "Modern Graph Theory" is not too thick, not too expensive and contains a lot of interesting stuff. Beyond this there are books
by West and Diestel. I really like van Lint and Wilson's book, but if you are aiming
at graph theory, I do not think it's the best place to start.
I like that book very much, but it treats the basic material so quickly (and with so much relegated to the exercises) that I'm not totally convinced it's the best option for a beginner.
–
Harrison BrownJan 18 '10 at 15:05
I remember finding astonishing numbers of typos in Bollobas, in the exercises especially.
–
Tom SmithMay 27 '10 at 13:19
Bollobas is one of my favorite authors,but I think his books would be too difficult for any but a gifted beginner.It's better used for a second course or a supplement to an undergraduate text.
–
Andrew LMay 27 '10 at 19:52
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My favorite is Dots and Lines (now called Intro to Graph Theory) by Richard Trudeau. It's a super-easy and quick read with lots of fun problems that get students to experiment with examples. I usually use it in conjunction with other texts when teaching graph theory courses because students whip through Trudeau's material so fast. I've used Wilson's 4th. Ed. and that's fine; I think Chartrand/Zhang is better, but haven't actually used it in a course yet. I should say that my evaluation of a text is based on having students actually read it, as I don't lecture.
Trudeau is actually the text Dr.Kennedy used in our course-I was rather remiss in omitting it in my post,sorry,people. It's cheap and pretty good for the basics,but very old fashioned and that hinders it in some places.
–
Andrew LMay 27 '10 at 19:51
The thing about graph theory (and combinatorics more generally, although it's especially true for graph theory) is that the basic definitions are very simple, and there is a lot of interesting math you can do without using anything but the basics.
As such, there's really only a limited benefit to just reading a text -- if you want to learn the subject, you have to have to have to do problems. Of the textbooks mentioned, I personally own Diestel (free online edition) and Bollobas; of these two, Bollobas has more and better exercises (although Diestel's a wonderful reference, and has the advantage of including hints.)
Honestly, I think the really important thing when teaching/learning graph theory is for the lecturer to know what he or she is doing. Obviously some books are better than others, but none of them are very good if they're not being used correctly.
I learned graph theory from John Kennedy and Christopher Hanusa, the former an extremely well respected graph theorist and the latter a rising young combinatorialist. There's a lot of good graph theory texts now and I consulted practically all of them when learning it.
The first edition of Adrian Bondy and U.S.R Murtry's Graph Theory is still one of the best introductory courses in graph theory available and it's still online for free, as far as I know. The second edition is more comprehensive and up-to-date, but it's more of a problem course and therefore more difficult. Jonathan Gross and Jay Yellen's Graph Theory With Applications is the best textbook there is on graph theory PERIOD. Rigorous and as comprehensive as it gets. The section on topological graph theory is particularly good. (I HATE their combinatorics text–it's a hodgepodge text that's nowhere near as well written and organized.)
There are several other good books. Chartrand et. al isn't as comprehensive as Gross and Yellen, but quite good and in the same spirit. Douglas West's book is considered by many to be the preeminent graph theory text. I own it–it's pretty good, but not as careful and comprehensive as Gross and Yellen. If you can get a cheap copy, by all means, get West–but if you're gonna end up spending THAT much money, might as well go a little more and get the Ferrari.
There's my 2 cents for what it's worth.
There are many books on specialized issues related to graphs: planar graphs, graphs on surfaces, graph coloring problems, distance in graphs, etc. However, if one is looking for a readable introduction that covers a lot of different aspects of "basic" graph theory (degree sequences, trees, colorings, matchings, connectivity, etc.), I think the best place to start is:
I used Graph Theory: Modeling, Applications, and Algorithms by Geir Agnarsson and Raymond Greenlaw as the basis of (part of) a masters course. I was happy with the book, although I didn't go all the way through it. It starts slowly yet covers a decent range of topics at a relatively slow pace.
I learned to love graphs and their counting, first from Harary's Graph Theory and later from Harary and Palmer's Graphical Enumeration, or maybe it was more the spirit of their teaching than the letter of their textbooks. These books are classics in my estimation and well worth revisiting, even if you need the supplement, as you always will, of subsequent additions to the field.
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Users toss a virtual coin or die to investigate the law of averages. The outcomes of multiple experiments (consisting of 10000 tosses each) can be graphed on the same plot to facilitate visualization of trends. An activity is provided to facilitate thinking about the law of averages with the applet.
This applet allows the user to see regions of integration for double integrals in rectangular or polar coordinates. The applet uses classes from the article "Flash Tools for Developers: Parametric Curves on the Plane."
This applet allows the user to test a graph for planarity by simply dragging the nodes around until the graph's edges don't cross. Fixed exercises and an interface for drawing your own graph are given.
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Basic College Mathematics
Lial/Salzman/Hestwood's Basic Mathematics, 7e, gives students the necessary tools to succeed in their current math courses, preparing them for future ...Show synopsisLial/Salzman/Hestwood's Basic Mathematics, 7e, gives students the necessary tools to succeed in their current math courses, preparing them for future math courses and the rest of their lives. The Lial team creates a pattern for success by emphasizing problem-solving skills, vocabulary comprehension, real-world applications, and strong exercise sets. In keeping with its proven track record, this revision includes an effective new design, many new exercises and applications, and increased Summary Exercises to enhance comprehension and challenge students' knowledge of the subject matter
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Precalculus : Graphs and Models - 3rd edition
ISBN13:978-0077221294 ISBN10: 007722129X This edition has also been released as: ISBN13: 978-0073051963 ISBN10: 0073051969
Summary: The Barnett Graphs & Models series in college algebra and precalculus maximizes student comprehension by emphasizing computational skills, real-world data analysis and modeling, and problem solving rather than mathematical theory. Many examples feature side-by-side algebraic and graphical solutions, and each is followed by a matched problem for the student to work. This active involvement in the learning process helps students develop a more thorough understandin...show moreg of concepts and processes.
A hallmark of the Barnett series, the function concept serves as a unifying theme. A major objective of this book is to develop a library of elementary functions, including their important properties and uses. Employing this library as a basic working tool, students will be able to proceed through this course with greater confidence and understanding as they first learn to recognize the graph of a function and then learn to analyze the graph and use it to solve the problem. Applications included throughout the text give the student substantial experience in solving and modeling real world problems in an effort to convince even the most skeptical student that mathematics is really useful0077221294-5-0
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Elementary and Intermediate Algebra - 6th edition
Summary: Larson IS student success. ELEMENTARY AND INTERMEDIATE ALGEBRA: ALGEBRA WITHIN REACH co...show morennections between mathematical concepts and understand the content. With a bright, appealing design, the new Sixth
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Developmental Mathematics: Basic Mathematics and Algebra
9780321599209
ISBN:
0321599209
Edition: 2 Publisher: Addison Wesley
Summary: Lial, Margaret L. is the author of Developmental Mathematics: Basic Mathematics and Algebra, published under ISBN 9780321599209 and 0321599209. One hundred thirty nine Developmental Mathematics: Basic Mathematics and Algebra textbooks are available for sale on ValoreBooks.com, thirty used from the cheapest price of $29.10, or buy new starting at $230.82083 Item is intact, but may show shelf wear. Pages may include notes and highlighting. May or may not include supplemental or companion material. Access codes may or may not w [more]
083the primary subject of this book is math. Its basic math, such as addition, subtraction, multiplication and division but not only that. It contains many more mathematical equations that are useful and good to go over and study. It was effective in my math class I was taking because it helped me not only review what I already knew but also to go over fractions which I really do not like.
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The concepts in math can be hard, yes. But it's a inane to just take everything that you've been learning for a quarter, or semester, and then vomit it onto a note card. It implies you haven't really been learning anything during the quarter and are going to use the note card as a huge crutch.
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Product Description
This program is going to hit you with some new words and definition, so get ready and take your position as we tackle key concepts and terms of algebra!Topics covered: Monomials and Polynomials, Simplifying Monomials, Greatest Common Factor (GCF), Factoring and Simplifying Rational Expressions.Includes a DVD plus a CD-ROM with teacher's guide, quizzes, graphic organizers and classroom activities. Teaching Systems programs are optimized for classroom use and include "Full Public Performance Rights". Grade Level: 8-12. 26
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cific attributes of engineering design, such as analysis, constraints, modeling, optimization, and systems. The sections below describe of how these threads play out in the curricula.
The Mathematics Thread
We defined mathematics as patterns and relationships among quantities, numbers, and shapes. Specific branches of mathematics include arithmetic, geometry, algebra, trigonometry, and calculus. Our analysis suggests that mathematics is a thin thread running through the beads in most of the K–12 engineering curricula.3 The thinness of the thread reflects the limited role of mathematics in the objectives, learning activities, and assessment tools of the curricula.
The mathematics used in the curricular materials reviewed by the committee involved mostly gathering, organizing, analyzing, interpreting, and presenting data. For example, in the "A World in Motion" curriculum, students build and test small vehicles (e.g., gliders, motorized cars, balloon-
3
A separate analysis of curriculum, assessment, and professional development materials for three Project Lead the Way courses found explicit integration of mathematics "was apparent, but weakly so" (Prevost et al., 2009).
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Analyze workplace scenarios requiring number-based solutions or the analysis and reporting of data and apply appropriate strategies to arrive at solutions using Excel and Access.
General Education Learning Values & Outcomes
Revised August 2008 and affects outlines for 2008 year 1 and later1 Identify and express concepts, terms, and facts related to a specific discipline.
8. Mathematical Reasoning
Definition:
Understanding and applying concepts of mathematics and logical reasoning in a variety of contexts, both academic and non-academic.
Outcomes: Students will be able to . . .
8.2 Correctly apply logical reasoning and mathematical principles to solve problems
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This, along with 'String Theory Demystified', provides the perfect introduction to this complex theoretical framework, and unlike all other texts i have found, does NOT assume a background in quantum field theory and general relativity. From the start all that is assumed is basic quantum mechanics, special relativity, calculus and linear algebra, and a willingness to learn. I am a mathematician by degree, and in my opinion this book should be understandable to anyone in the second year or above of any UK university degree in maths, stats, or physics. truly a nice introduction to a very difficult but rewarding area of mathematical physics
Many of the other texts on Mathematical Physics are completely inaccesible, containing reams of theorems and proofs of various results, written in an incomprehensible style. This one differs in that, whilst it still contains theorems and proofs, everything is written in an almost conversational tone. All theorems are communicated in a way that makes them particularly relevant to both physics and mathematics research and education. If your pure maths is rusty, or your just out of a physics degree where little pure maths is taught, then this text is perfectly accesible to you, but i do reccomend having a read of A Concise Introduction To Pure Mathematics by Martin Liebeck, and have a go at… Read more
This book, if you have the nessecary background, is a fantastic introduction to the study of the universe. This being Basic Classical Mechanics, Algebra, Trigonometry, Calculus. This is a much more theoretical text than most on astrononmy and astrophysics, which is a refreshing change. This book is HUGE, and full to the brim with useful equations, facts, theorems, definitions, lots of worked examples, plenty of problems to challenge you.
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Florida's population growth. The results show that students often do not have a clear grasp of the differences between linear growth and exponential growth.
College Algebra or Liberal Arts math students are presented with three Questions of the Day and a write-pair-share activity...
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College Algebra or Liberal Arts math students are presented with three Questions of the Day and a write-pair-share activity involving Florida's population growth (other states may be used in place of Florida). The results are quite revealing and show that while students may have learned how to perform the necessary calculations, their conceptual understanding concerning exponential growth may remain faulty. Student knowledge (or lack thereof) of the size of their state's population and its annual growth rate may also be surprising.
College Algebra or Liberal Arts math students are presented with a ConcepTest and a write-pair-share activity involving...
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College Algebra or Liberal Arts math students are presented with a ConcepTest and a write-pair-share activity involving Florida's population growth. The activity asks students to decide whether a ten-year growth rate can be divided by 10 to produce the corresponding annual growth rate for each of the ten years. The results show that, while students may have learned that exponential growth is a multiplicative process, their conceptual understanding concerning exponential growth is often a bit fuzzy.
College Algebra or Liberal Arts math students are presented with a Question of the Day and a write-pair-share activity...
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College Algebra or Liberal Arts math students are presented with a Question of the Day and a write-pair-share activity involving U.S. state population growth. Student knowledge (or lack thereof) of the annual growth rates of individual states may be surprising. U.S. state population growth. Student knowledge (or lack thereof) of the annual growth rates of individual states may be surprising. In addition, the long-term effects of high growth rates always shocks and surprises students; most have never calculated the mathematical results.
This classroom activity presents Calculus II students with some Flash tutorials involving work and pumping liquids along with...
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This classroom activity presents Calculus II students with some Flash tutorials involving work and pumping liquids along with some simple questions concerning the amount of work involved in pumping water out of two full containers having the same shape and size but different spatial orientations.Students are given opportunities to address this question by means of a ConcepTest and a write-pair-share activity. The results are quite revealing and show that while students may have learned how to perform the necessary calculations, their conceptual understanding concerning work may remain faulty.
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Finite Mathematics for Business, Economics, Life Sciences and Social Sciences - 11th edition
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Aurora, CO Precalculus the information, as opposed to simply understanding the concept as it is laid out. engineering, and have written quality reports for many years.
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This is a short eBook that describes how to get free high school Algebra 1 help online without having to spend any money, buy anything, join any free trials, or anything like that. Free High School Algebra 1 Help Online | Algebra 1 Help.org.
A short ebook explaining a simple way to subtract integers for people who have trouble subtracting integers. This uses a method based on simply changing a subtraction problem to an addition problem based on helping people with algebra. How to Subtract Integers Without Getting Confused | Algebra 1 Help.org
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This book is wholeheartedly recommended to every student or user of mathematics. Although the author modestly describes his book as 'merely an attempt to talk about' algebra, he succeeds in writing an extremely original and highly informative essay on algebra and its place in modern mathematics and science. From the fields, commutative rings... more...
This insightful book combines the history, pedagogy, and popularization of algebra to present a unified discussion of the subject. Classical Algebra provides a complete and contemporary perspective on classical polynomial algebra through the exploration of how it was developed and how it exists today. With a focus on prominent areas such as the numerical... more...
This is the softcover reprint of the English translation of 1974 (available from Springer since 1989) of the first 3 chapters of Bourbaki's 'Algèbre'. It gives a thorough exposition of the fundamentals of general, linear and multilinear algebra. The first chapter introduces the basic objects: groups, actions, rings, fields. The second chapter studies... more...
This is a memorial volume dedicated to A. L. S. Corner, previously Professor in Oxford, who published important results on algebra, especially on the connections of modules with endomorphism algebras. The volume contains refereed contributions which are related to the work of Corner.It contains also an unpublished extended paper of Corner himself.... more...
Algebra, as we know it today, consists of many different ideas, concepts and results. A reasonable estimate of the number of these different items would be somewhere between 50,000 and 200,000. Many of these have been named and many more could (and perhaps should) have a name or a convenient designation. Even the nonspecialist is likely to encounter... more...
This upper-level undergraduate textbook provides a modern view of algebra with an eye to new applications that have arisen in recent years. A rigorous introduction to basic number theory, rings, fields, polynomial theory, groups, algebraic geometry and elliptic curves prepares students for exploring their practical applications related to storing,... more...
This volume contains a selection of articles on the theme "vector measures, integration and applications" together with some related topics. The articles consist of both survey style and original research papers, are written by experts in the area and present a succinct account of recent and up-to-date knowledge. The topic is interdisciplinary... more...
Invited articles by top notch expertsFocus is on topics in representation theory of algebraic groups and quantum groupsOf interest to graduate students and researchers in representation theory, group theory, algebraic geometry, quantum theory and math physics more...
Advanced algebra in the service of contemporary mathematical research-- a unique introduction. This volume takes an altogether new approach to advanced algebra. Its intriguing title, inspired by the term postmodernism, denotes a departure from van der Waerden's Modern Algebra--a book that has dominated the field for nearly seventy years. Post-Modern... more...
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This is a free online course offered by the Saylor Foundation.'The courses included in this program are designed for the high...
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This is a free online course offered by the Saylor Foundation.'The courses included in this program are designed for the high school student preparing for college or the adult learner who needs a refresher course or two in mathematics.Each of the courses in this series includes instructional videos and practice problems from Khan Academy™ (Khan Academy™ is a library of over 3,000 videos covering a range of topics, including math and physics) that will help you master the foundational knowledge necessary for success in College Algebra (MA001: Beginning Algebra) and beyond.These courses focus on the ways in which math relates to common "real world" situations, transactions, and phenomena, such as personal finance, business, and the sciences. This "real world" focus will help you grasp the importance of the mathematical concepts you encounter in these courses and understand why you need quantitative and algebraic skills in order to be successful both in college and in your day-to-day-life.'
This is a free, online textbook/course that "provides a rigorous presentation of the syntax and semantics of sentential and...
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This is a free, online textbook/course that "provides a rigorous presentation of the syntax and semantics of sentential and predicate logic. The distinctive emphasis is on strategic argumentation.״ It "includes self-guiding materials and activities, and is ideal for independent learners, or instructors trying out this course package.״
This is a free, online textbook that covers functions and graphs. "Many problems are best studied by working with real...
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This is a free, online textbook that covers functions and graphs. "Many problems are best studied by working with real functions, and the properties of real functions are often revealed most clearly by their graphs. Learning to sketch such graphs is therefore a useful skill, even though computer packages can now perform the task. Computers can plot many more points than can be plotted by hand, but simply 'joining up the dots' can sometimes give a misleading picture, so an understanding of how such graphs may be obtained remains important. The object of this unit is to review the various techniques for sketching graphs that you may have met in your previous studies, and to extend these methods.״
This free, online textbook covers some basic functions of mathematics. "The main aim of this unit is to help you to do this...
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This free, online textbook covers some basic functions of mathematics. "The main aim of this unit is to help you to do this in a sensible and fruitful way. Using a calculation to solve a problem involves four main stages: Stage 1: working out what calculation you want to do; Stage 2: working out roughly what size of answer to expect from your calculation; Stage 3: carrying out the calculation; Stage 4: interpreting the answer – Does it agree with the rough estimate? Does it make sense in terms of the original problem? This unit focuses on Stages 2 and 4.״
This is a free, online textbook that covers some of the basics of mathematics. It covers "powers of numbers, such as squares...
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This is a free, online textbook that covers some of the basics of mathematics. It covers "powers of numbers, such as squares and square roots. In particular, powers of 10 are used to express large and small numbers in a convenient form, known as scientific notation, which is used by scientific calculators.״
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Fords Prealgebra grouping includes numerical operations, basic geometry, identifying patterns, data analysis, and basic statistics. Often students require a review of basic arithmetic skills in order to be successful. Most of these concepts will be seen in future math classes/proficiency tests strive to assess an individual's current level of comprehension in a subject area, adapt to that student's skill or age level, and provide a service that will allow that student to comprehend material rather than to simply memorize it. This process occurs by building lasting relationships with...
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A millwright's guide to trade math. A comprehensive guide to assist you in learning complex and simple formulas for the millwright and mechanics trade. This guide breaks down and explains difficult calculations such as accurate belt length, estimating weights for rigging and hoisting, Pythagorean theorum, and much more, complete with examples of each!
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Linear Algebra
Provides an introduction to modern algebra through a detailed study of linear algebra. Thus students acquire fresh understanding of the algebraic ideas underlying modern mathematics - which is especially useful for those intending to teach mathematics - and at the same time learn about an important branch of mathematics with applications throughout the Sciences, Engineering and Information Technology.
This course contains essential background for many 3000-level Mathematics courses, and is compulsory for all students in the BMath program.
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