text
stringlengths 6
976k
| token_count
float64 677
677
| cluster_id
int64 1
1
|
|---|---|---|
About this course
This distance learning course provides the information you will need to prepare for the AQA A-Level in Maths with Statistics. In this home study course, you will focus on four core topics of algebra, geometry, trigonometry and calculus, which make up two-thirds of the A-Level qualification. The remaining third is focused on the study of statistics, including estimation, probability and distributions. The course is optimized for students studying at home and includes full tutor support via email.
A-Level Maths with Statistics is a valuable complement to other A-Level courses with a statistical element, such as biology, sociology or psychology, and for those wishing to study these subjects at a higher level. A-Level Maths with Statistics is also applicable to many jobs and careers and is a well-respected qualification that can be used for career progression and further training whilst in employment.
Entry requirements
English reading and writing skills, and maths to at least GCSE grade C or equivalent are required. You will need to have general skills and knowledge base associated with a GCSE course or equivalent standard.
This specification is designed to:
develop the student's understanding of mathematics and mathematical processes in a way that promotes confidence and fosters enjoyment
develop abilities to reason logically and to recognise incorrect reasoning, to generalise and to construct mathematical proofs
extend their range of mathematical skills and techniques and use them in more difficult unstructured problems
use mathematics as an effective means of communication
acquire the skills needed to use technology such as calculators and computers effectively, to recognise when such use may be inappropriate and to be aware of limitations
develop an awareness of the relevance of mathematics to other fields of study, to the world of work and to society in general
On this course you will study six units:
AS Level
Unit 1 MPC1 Core 1
Unit 2 MPC2 Core 2
Unit 3 MS1B Statistics 1B
A2 Level
Unit 4 MPC3 Core 3
Unit 5 MPC4 Core 4
Unit 6 MS2B Statistics 2
Each unit has 1 written paper of 1 hour 30 minutes.
Course Content
AS Level
Unit 1 MPC1 Core 1
Co-ordinate Geometry
Quadratic functions
Differentiation
Integration
Unit 2 MPC2 Core 2
Algebra and Functions
Sequences and Series
Trigonometry
Exponentials and logarithms
Differentiation
Integration
Unit 3 MS1B Statistics 1B
Statistical Measures
Probability
Discrete Random Variables
Normal Distribution
Estimation
A2 Level
Unit 4 MPC3 Core 3
Algebra and Functions
Trigonometry
Exponentials and Logarithms
Differentiation
Integration
Numerical Methods
Unit 5 MPC4 Core 4
Algebra and Functions
Coordinate Geometry in the (x, y) plane
Sequences and Series
Trigonometry
Exponentials and Logarithms
Differentiation and Integration
Vectors
Unit 6 MS2B Statistics 2
Poisson distribution
Continuous random variables
The t-distribution
Hypothesis Testing
Chi-squared tests
AS +A2 = A Level in Maths with Statistics. Both AS and A2 level courses and examinations must be successfully completed to gain a full A Level.
AQA Specification 6360
The course comes to you as a paper-based packExams are taken at an AQA centre and we can provide an extensive list of centres for you. Please read our FAQs for further information
Our A Levels come with tutor support for 24 months.
You will have access to a tutor, via email, who will mark your work and guide you through the course to help you be ready for your examinations. In addition you will be supplied with a comprehensive Study Guide which will help you through the study and assessment process.
Following the popular AQA English Literature B specification, this online home study course offers students the chance to study a variety of texts, including three of their own choice. This distance learning course aims to engage students in the study of literature, encouraging a multi-layered approach to the reading of literary texts. Focusing on the central place of narrative in the construction of texts, encouraging critical debate and fostering a recognition of the role of genre, this comprehensive home study course guides students through the study of A-Level English Literature, including full tutor support via email. An understanding and appreciation of literature can bring an enhanced enjoyment of reading and a lifelong love of language to all students. This distance learning course is suitable for students wishing to increase their general knowledge of English literature or for those seeking to progress to the study English literature or related subjects at a higher level.
This online distance learning course in A-Level Pure Mathematics is designed to support students through their study of the AQA Pure Mathematics A-Level. The course offers a comprehensive guide to the study of pure mathematics, encouraging a sound understanding of algebra, trigonometry, calculus, logarithms, differentiation, mathematical reasoning and proofs.Including tutor support via email, this online home study course provides the information you will need to study this challenging, rigorous and rewarding discipline. Pure mathematics is a well-respected A-Level and is relevant to both employment and to higher level study in many subjects, including science, computing and engineering. Its combination of numeracy, logic and reasoning provide a solid basis of transferable skills that can aid progression in the workplac
In this online home study course from UK Distance Learning and Publishing, you will learn about some of the fascinating features of classical civilisation and how they have contributed to the world we live in today. Through the study of classical sources, you will learn about the society and values of the classical societies of ancient Greece and Rome. This online distance learning course in A-Level Classical Civilisation allows students to study at home and online, providing much greater access to a subject rarely offered at comprehensive schools or sixth form colleges.The OCR A-level in Classical Civilisation is an ideal complement to many other A-Levels and it can provide a useful basis for those wishing to study related subjects (such as Classics, Ancient History or Archaeology) at university level. Alternatively, it is also an engaging and deeply absorbing subject worthy of study in its own right, and interested students will find studying Classical Civilisation to be both intellectually stimulating and rewarding.
This online distance learning course in A-Level English Language and Literature is based on the AQA English Language and Literature A specification and treats English Language and Literature as a combined discipline. In this home study course, students will study four units. These are: Integrated Analysis and Text Production; Analysing Speech and Its Representation; Comparative Analysis and Text Adaptation; and Comparative Analysis through Independent Study. This course allows students to study non-fiction writing as part of their A-Level studies and to choose from a list of set texts in order to prepare individual coursework on a theme of their choice. Prepared by expert tutors at UK Distance Learning and Publishing, this home study online course is suitable for those with a general interest in English literature and language or for those who wish to progress to the study of English language and literature at university level. Interested students should already possess a GCSE in English, or an equivalent qualification.
With this distance learning course, you can study the challenging and rewarding subject of A-Level Chemistry at home. Through this course, you will gain a valuable understanding of core topics, including: Foundation Chemistry; Chemistry in Action; Kinetics, Equilibria and Organic Chemistry; and Energetics, Redox and Inorganic Chemistry. Students are also provided with the theoretical basis to carry out their practical skills assessments.
With your tutor on hand to guide you every step of the way, this home study course provides a solid understanding of chemistry in order to prepare candidates for A-Level examination in this most demanding and well-respected of A-Level subjects.
| 677.169 | 1 |
IB Mathematics 1 / IB Pre-Calculus
Learning Recommendations
B+ or higher in both semesters of Algebra 2.
General Description
IB Mathematics 1 is the first of two years that prepare students to take the IB Standard Level (SL) Math exam. This course is designed for the student who may wish to focus on mathematics, engineering, or science after High School and is ready to learn concepts at a faster pace and at a deeper level of understanding. The IB SL Math exam will be given at the end of the next course (IB Mathematics 2). IB dictates that students may not sit for exams until the spring of their junior year.
| 677.169 | 1 |
Pre-Calculus: Conic Sections Help & Problems
Find study help on conic sections for pre-calculus. Use the links below to select the specific area of conic sections you're looking for help with. Each guide comes complete with an explanation, example problems, and practice problems with solutions to help you learn conic sections for pre-calculus.
Study Guides
Introduction to Parabolas
A conic section is a shape obtained when a cone is sliced. The study of conic sections began over two thousand years ago and we use their properties today. Planets in our solar system move around the sun in elliptical orbits. The ...
| 677.169 | 1 |
A connection between abstract mathematical concepts and the real world settings is emphasized in this book. It provides analytical, graphical, numerical, and verbal approaches to major topics and includes regular use of graphing utilities where appropriate as well as discussions of the advantages and limitations of technology.
More editions of Algebra and Trigonometry: A View of the World Around Us:
Twenty years after the last summary publication on the region, this volume presents the most complete modern summary of the latest surveys and research on all the birds now found in the Thai-Malay Peninsula. Over 380 species are described using data derived from field and museum research, as well as previously unpublished or poorly distributed data from local compilers, diaries, and personal records. More than 70 spectacular full-page color plates show almost all of the species covered. This volume also includes a fully referenced bibliography of over 800 sources. An extensive introduction covers aspects of history, biogeography, and ecology of the region's birds, plus the main conservation issues which face them.
Key Features * Over 380 species are described in modern handbook format using data derived from field and museum research * The only detailed handbook of the birds of the region; supplies a benchmark synopsis (first in 20 years) of the bird fauna and ornithological research in the Peninsula, much of it published for the first time. * Over 70 color plates * Many species illustrated for the first time * Serves as an introductory text which describes the region and its conservation crisis
More editions of The Birds of the Thai-Malay Peninsula: Vol. 1 - Non-passerines:
"Of immense interest to those who enjoy recreational maths and puzzles . . . even the most hardened puzzler will find something new." Mathematical Gazette Puzzles are as old as history itself, following an arc like that of technology: centuries of slow progress, followed by rapid expansion in the 1800s, and an explosion of activity in the twentieth century. This collection by bestselling author David Wells, a Cambridge math scholar and teacher, follows that pattern. Its first part is devoted to puzzles from ancient Egypt and Babylon and subsequent sources, featuring those devised by Lewis Carroll, Eduard Lucas, Sam Loyd, and other master puzzlers of the Victorian era. The second part demonstrates the tremendous variety of twentieth-century puzzles. More than 560 puzzles are included, from the "mind sharpeners" of a medieval monk to the eighteenth-century Ladies' Diary, the Hindu Bhakshali manuscript, and riddles and popular rhymes. None requires any mathematics beyond the most elementary algebra and geometry and few require even that. Complete answers appear at the end.
More editions of Book of Curious and Interesting Puzzles (Dover Recreational Math):More editions of Concordances to the Early Middle High German Biblical Epic: The 'Vorauer Bücher Moses', David Wells, The 'Altedeutshce Exodus', Roy Wisbey, The ... Computing Centre University of Cambridge):
What do the Apollonian gasket, Dandelin spheres, interlocking polyominoes, Poncelet's porism, Fermat points, Fatou dust, the Vodernberg tessellation, the Euler line and the unilluminable room have in common?
More editions of Curious and Interesting Geometry, The Penguin Dictionary of (Penguin science):
A companion to the same author's "Dictionary of Curious and Interesting Numbers" and "Dictionary of Curious and Interesting Geometry", this book covers mathematical and logical puzzles from the Ancient Greeks to the present day.
More editions of Curious and Interesting Puzzles, The Penguin Book of (Penguin science):
This fascinating exploration of astrologer and psychic David Well's psychic world will introduce readers to the astrology, tarot, numerology, past life experiences and psychic practices that have been part of David's life for many years. David has been studying these subjects intensively after he had a major health scare in which a spirit approached him as he stood outside his body. He was told to go back to his body and carry on living. He now feels at an appropriate point in his life to share his knowledge with others. This powerful step-by step book makes esoteric knowledge accessible to the average reader.
More editions of David Well's Complete Guide to Developing Your Psychic Skills:
The appeal of games and puzzles is timeless and universal. In this unique book, David Wells explores the fascinating connections between games and mathematics, proving that mathematics is not just about tedious calculation but imagination, insight and intuition. The first part of the book introduces games, puzzles and mathematical recreations, including knight tours on a chessboard. The second part explains how thinking about playing games can mirror the thinking of a mathematician, using scientific investigation, tactics and strategy, and sharp observation. Finally the author considers game-like features found in a wide range of human behaviours, illuminating the role of mathematics and helping to explain why it exists at all. This thought-provoking book is perfect for anyone with a thirst for mathematics and its hidden beauty; a good high school grounding in mathematics is all the background that is required, and the puzzles and games will suit pupils from 14 years.
A further collection of conundrums and teasers from the authors of "The Guinness Book of Brain Teasers". They present 40 old puzzles from a new and quirky angle, together with about 60 original puzzles.
This book subverts and surprises. It explores mathematical topics, finding amazing similarities and looking at familiar objects in new ways. It shows mathematics as something mysterious, intriguing and pleasurably puzzling. You do not need to be a mathematician to enjoy this book. The style is relaxed. It emphasises insight and imagination rather than technique. The book also includes many problems and puzzles for you to try, with hints and solutions. summonsMore editions of No Place for Truth: Or, Whatever Happened to Evangelical Theology:
A collection of strange mathematical facts and stories. This anthology covers a whole range of ages, maths and mathematicians, and includes probability paradoxes, jumbled Shakespearean sonnets, record-breaking monkeys and typewriters, and theories of big game hunting. Also featured are stories of people who looked for logical loopholes in the American Constitution, calmed their nerves with algebra or used sextants to measure the buttocks of Hottentot women.
More editions of The Penguin Book of Curious and Interesting Mathematics (Penguin mathematics):
This dictionary of numbers, arranged in order of magnitude, exposes the fascinating facts about certain numbers and number sequences. The aim of the book is to entertain and enthral the reader, which it certainly does.
More editions of The Penguin Book of Curious and Interesting Numbers: Revised Edition (Penguin Press Science):
Why was the number of Hardy's taxi significant. Why does Graham's number need its own notation. How many grains of sand would fill the universe. What is the connection between the Golden Ratio and sunflowers. Why is 999 more than a distress call. What is the largest known prime number.
More editions of Penguin Dictionary of Curious and Interesting Numbers:
Perfect I'm Not is, indeed, not a perfect book, but as in baseball, literary imperfection can make for a thrilling ride. Part Horatio Alger, part libertine, Wells peppers the narrative of his rise from poverty in Ocean Beach, California to baseball fame and fortune with numerous prurient tales from behind the locker room door. He is frank about the use of steroids among his fellow players and he's not afraid to burn major bridges (one must assume they were already on fire) in his ferocious attacks on such baseball luminaries as veteran general manager Pat Gillick. And the story behind his woozy perfect game is legend. All this is entertaining stuff and worth the price of admission.
The book, however, falls too often into a pattern of explication and justification for Wellss "entertaining" run-ins with the law, baseball management, players, and even his own family. We learn that young Dave Wells once punched his sister and broke her jaw, but, he explains, this was because his sister had scraped his sunburned back with her fingernails. This childhood story is then repeated--in a grown up form--several times. In many cases, it does seem that he is justified in claiming innocence--or at least in claiming he got an eye for an eye. But repetition of these explications--which even include bad pitching performances caused, we learn, by nascent physical problems (elbow, shoulder, bone chips, gout, back)--take away his agency in his own story. The hero is always a victim. In the end, then, the book is as flawed as its author, offering entertaining insight--some perhaps unintentional--into the man and his game.
--Patrick OKelley
More editions of Perfect I'm Not: Boomer on Beer, Brawls, Backaches, and Baseball:
Cicadas of the genus Magicicada appear once every 7, 13, or 17 years. Is it just a coincidence that these are all prime numbers? How do twin primes differ from cousin primes, and what on earth (or in the mind of a mathematician) could be sexy about prime numbers? What did Albert Wilansky find so fascinating about his brother-in-law's phone number?
Mathematicians have been asking questions about prime numbers for more than twenty-five centuries, and every answer seems to generate a new rash of questions. In Prime Numbers: The Most Mysterious Figures in Math, you'll meet the world's most gifted mathematicians, from Pythagoras and Euclid to Fermat, Gauss, and Erd?o?s, and you'll discover a host of unique insights and inventive conjectures that have both enlarged our understanding and deepened the mystique of prime numbers. This comprehensive, A-to-Z guide covers everything you ever wanted to know--and much more that you never suspected--about prime numbers, including: * The unproven Riemann hypothesis and the power of the zeta function * The "Primes is in P" algorithm * The sieve of Eratosthenes of Cyrene * Fermat and Fibonacci numbers * The Great Internet Mersenne Prime Search * And much, much more
The challenging nature of the Trinity often puzzles us--especially since no one passage in the Bible explains it on its own. Early creeds were written to unite the church's beliefs about the doctrine, yet people still struggle to understand it even in our own time.
This booklet explores the teaching on the Trinity all throughout the Bible and through history. It addresses how God is both one and tripersonal and goes on to define the Trinity and its implications for our Christian practice.
Basics of the Faith booklets introduce readers to basic Reformed doctrine and practice. On issues of church government and practice they reflect that framework--otherwise they are suitable for all church situations.
| 677.169 | 1 |
STUDENTS PROOF SCHEMES A CLOSER LOOK AT WHAT CHARACTERIZES Description: patterns of problem-solving in building mathematical proofs by students during different levels in modernized mathematical meditative vol2-59 a important disproportion we Quick View - Download
Support for Learning Description: problem solving proofs supporting mathematical reasoning motivation cooperative evidence of thinking about their thinking as they proceeded through the problem-solving Quick View - Download
Using Drawings And Generating Information In Mathematical Problem Description: mathematical problem solving mathematical thinking heuristic strategies use of drawings students use of diagrams to rise proofs in an rudimentary Quick View - Download
| 677.169 | 1 |
Here you can find the Science NCERT Solution for CBSE Class 10 Periodic Classification of Elements. It includes a detailed explanation of the NCERT Solution and the covers the various methods and Technique of solving the Questions assigned in the NCERT textbooks.
English Language Section in IBPS PO Examination will be easy for when students when they will know about the pattern of questionpaper. The article will help you out to get such a detailed analysis of what the questionpaper has in it.
Here you can find the Mathematics NCERT Solution for CBSE Class 10 Polynomials. It includes a detailed explanation of the NCERT Solution and the covers the various methods and Technique of solving the Questions assigned in the NCERT textbooks.
Here you can find the Mathematics NCERT Solution for CBSE Class 10 Real Number. It includes a detailed explanation of the NCERT Solution and the covers the various methods and Technique of solving the Questions assigned in the NCERT textbooks.
Here you can find the Science NCERT Solution for CBSE Class 10 Acids, Bases and Salts. It includes a detailed explanation of the NCERT Solution and the covers the various methods and Technique of solving the Questions assigned in the NCERT textbooks.
| 677.169 | 1 |
Problem Solving Guide for DC/AC
The Problem Solving Guide for Basic DC and AC Electronics, 1eis designed to supplement established electronic textbooks, such as Floyd's Principles of Electronic Circuits. It helps students better develop the conceptual understanding and mathematical problem solving techniques required for dc and ac circuit analysis. This guide provides consistent, step-by-step calculations for all problems so that students can readily understand the procedure for analyzing circuits and develop good problem-solving habits for working through lengthy or complex calculations. By including problems that cover a wide range of generally applicable circuit examples, it serves both as an instructional aid in the basic dc/ac electronic course and as a reference for future courses
| 677.169 | 1 |
book presents 49 space-related math problems published weekly on the SpaceMath@NASA site during the 2011-2012 academic year. The problems utilize information, imagery, and data from various NASA spacecraft missions that span a variety of math...(View More) skills in pre-algebra and algebra...(View More)
| 677.169 | 1 |
understand relations and functions and select, convert flexibly among, and use various representations for them;
analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior;
understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more-complicated symbolic expressions;
understand and compare the properties of classes of functions, including exponential, polynomial, rational, logarithmic, and periodic functions;
interpret representations of functions of two variables
Represent and analyze mathematical situations and structures using algebraic symbols
understand the meaning of equivalent forms of expressions, equations, inequalities, and relations;
write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency—mentally or with paper and pencil in simple cases and using technology in all cases;
use symbolic algebra to represent and explain mathematical relationships;
use a variety of symbolic representations, including recursive and parametric equations, for functions and relations;
judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by technology.
Use mathematical models to represent and understand quantitative relationships
identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships;
use symbolic expressions, including iterative and recursive forms, to represent relationships arising from various contexts;
draw reasonable conclusions about a situation being modeled.
Analyze change in various contexts
approximate and interpret rates of change from graphical and numerical data.
The National Council of Teachers of Mathematics is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research.
| 677.169 | 1 |
Synopses & Reviews
Publisher Comments:
This successful textbook explores the numerical implementation of Finite Element Analysis using the computer program MATLAB, which is very popular today in engineering and engineering education. The book contains a short tutorial on MATLAB as well as a systematic strategy for the treatment of finite element methods. Useful to both students and researchers in engineering, it provides various examples and exercises from mechanical, civil and aerospace engineering, as well as from materials science. The book especially stresses the interactive use of MATLAB, with each example solved in an interactive manner. An extensive solutions manual is provided as well, which includes detailed solutions to all the problems in the book for classroom use. This second edition includes a new brick (solid) element with eight nodes and a one-dimensional fluid flow element. A review of the applications of finite elements in various fields such as fluid flow, heat transfer, structural dynamics, electro-magnetics, is added
| 677.169 | 1 |
Algebra and Trig.: Graphs and Models - Text - 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 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. This package contains178397264.7276.75 +$3.99 s/h
Good
Penntext Downingtown, PA
May have minimal notes/highlighting, minimal wear/tear. Please contact us if you have any Questions.
$80.96
| 677.169 | 1 |
Description of Life Of Fred: Pre-Algebra 1 With Biology - Grades 6-8 Pre-Algebra 1 With Biology covers the following concepts:
Definition of Life
Sets
Fractions
Germination of Seeds
Area of a Rectangle
Volume of a Cube
Ordinal Numbers
Diameter and Circumference of a Circle
Definition of pi
2% of 500
Four Ways Plants Make New Plants
d = rt
20% Discount
The Five Kingdoms
Phyla
Classes
Orders
Families
Genera
Species
Your Brain
Conversion Factors
Where the Non-Water Mass of a Plant Comes From — Plants Don't Eat Dirt
Subsets of Sets
Digestion
Eyes
Negative Numbers
Dominant Genes
Genotypes
Phenotypes
Blood
Staying Alive
Solving Algebraic Equations
Volume of a Cylinder
Word Problems
Breathing
Chlorophyll vs. Hemoglobin vs. Hemocyanin
Avogadro's Number
Stoichiometry
The Whole Numbers
A Proof that Division by Zero is Not Permitted
Bones
The Integumentary System
Epidermis and Dermis
Meiosis and Mitosis
Chromosomes
DNA
Alleles
Changing Your Phenotype
Product:
Life Of Fred: Pre-Algebra 1 With Biology - Grades 6-8
Vendor:
Z Twist Books
Minimum Grade:
6th Grade
Maximum Grade:
8th Grade
Weight:
1.61 pounds
Length:
10.25 inches
Width:
0.9 inches
Height:
7 Pre-Algebra 1 With Biology - Grades 6-8.
Items Related to Life Of Fred: Pre-Algebra 1 With Biology - Grades 6-8
| 677.169 | 1 |
Mathomatic is a portable Computer Algebra System (CAS) that can solve,
simplify, and compare algebraic equations, perform standard, complex number, modular, and polynomial arithmetic, etc. It does some calculus and is very easy to compile, learn, and use. Plotting functions with gnuplot is also supported.
Tips to Use
Mathomatic is best run from within a terminal emulator. First you type in your algebraic equations in standard infix notation, then you can solve them by typing in the variable name at the prompt, or perform operations on them with simple English commands. Type "help" or "?" for the help command. If the command is longer than 4 letters, you only need to type in the first 4 letters. Most commands operate on the current equation by default.
| 677.169 | 1 |
Description of Saxon Algebra 2: Homeschool Workbook 4th Ed by Saxon
Geared specifically toward the homeschool classroom, Saxon Algebra 2 is a college-prep course designed to build the mathematical foundation necessary for students to transition successfully into higher-level math courses. Students completing Algebra 2 will have studied the equivalent of one semester of informal geometry.
Product:
Saxon Algebra 2: Homeschool Workbook 4th Ed
Vendor:
Saxon
Edition Number:
4th
Binding Type:
Paper Textbook
Media Type:
Book
Minimum Grade:
9th Grade
Maximum Grade:
12th Grade
Weight:
3.8 pounds
Subject:
Algebra, Calculus & Trig, Math
Curriculum Name:
Saxon
Learning Style:
Kinesthetic, Visual
Teaching Method:
Traditional
There are currently no reviews for Saxon Algebra 2: Homeschool Workbook 4th Ed.
Average Rating
Parent Rating
Comments
My son has used Saxon for most of his school years and scored high in math on his ACT test after 8th and 9th grade
| 677.169 | 1 |
Don't expect to learn anything if you have him for Stats. As a student, I had to correct his mistakes (which of course lowers your grade). If you're good at math, you should be ok. If you have no idea about stats, stay away. You have to buy the book. He grades HW for correctness, not completion.
| 677.169 | 1 |
Function Wizard is designed to provide a lightweight, fast, and easy to use application that will integrate, differentiate, calculate maxima and minima, etc. basic polynomials, as well as assist in other tedious polynomial tasks.
| 677.169 | 1 |
This course is a study of partial differential equations and their applications.
Topics include a derivation of the wave equation, Laplace's equation, heat
equation, Fourier series and integrals, boundary value problems, Bessel
functions and Legendre polynomials.
OBJECTIVES:
Students in this course will become familiar with the three main types
of partial differential equations (PDEs) and how they arise from physical
problems. The important technique of separation of variables will be used
to reduce the PDE to a system of ODEs (ordinary differential equations).
The use of Fourier series and integrals will be explained. Solutions in
other orthogonal functions will be examined. The use of a high-level mathematics
programming language (such as Mathematica) to simplify the analytical computations
will be encouraged.
| 677.169 | 1 |
7th Grade Pre A.P. Pre-Algebra / 7th Grade Math
Welcome Eagles, to 7th grade Pre-Algebra. I am very happy to be your math teacher this year. My job is to
guide you through Pre-Algebra / 7th grade math in this continuing journey that we call education. Hopefully it
will be a never-ending journey for you and this year will be a very successful and pleasant part of it. I am here
for you! I will do my job to present to the information you will need and be here to help you as you practice
new and challenging concepts. My goal for myself is to guide you to become the best mathematician that you
can be. However, this goal will only be reached if you are willing to give me 100% of your attention in class
and put 100% effort into the lesson and into your work. If you do this, you will be successful!
The following information is extremely important. Please read it carefully.
SUPPLIES that you will need for this class:
Section in binder for math
1 one subject spiral
5 tab dividers
Pencils (with erasers)
Grading pen (any color but black or blue)
Notebook paper
All students are required to keep a section for math in binder. The student will keep their daily warm-ups,
notes, completed work, important papers ("keepers"), work in progress, and notebook paper.
You will need to have these materials with you in class each day. It is your responsibility to have these
with you when you come to class. You will not be allowed to return to your locker to get any supplies
after the tardy bell rings.
CLASS EXPECTATIONS
Be on time and in your seat ready to work when the bell rings.
Appropriate behavior at all times during class
Treat others with respect.
Complete all assignments on time.
All assignments copied into your agenda.
All warm-ups, notes and completed work will be kept in your binder and done daily,
Come to tutorials if you need them and don't be afraid to ask questions if you don't understand
something.
GRADING (in accordance with Keller ISD policy for Middle Schools)
Nine week grades
25% Tests
75% Daily work, Projects, Quiz Grades and Binder
There will be an assignment each day. If the assignment is not completed in class, it must be completed for
homework. Late work is accepted (but highly discouraged) with a penalty of 10
points off each day late. If you score below a 70 on a completed assignment, it may be re-done for a new
grade.
If you make below a 70 on a quiz or a test, you may make an appointment for tutorials to correct your test and
then retake a different test for a new grade. This needs to be scheduled within a week of the first test.
ASSIGNMENTS
All assignments must be done in pencil.
All assignments are expected by the due date. (This will be the day following the day that it is
assigned, unless otherwise stated.) 10 points will be taken off for papers turned in after the due
date.
All assignments must have the following format:
* Correct heading – name, date and period number in the upper right hand corner.
* Complete assignment title - page/worksheet number and assigned problems on the
center of the top line of the paper.
* All problems numbered, copied and worked vertically.
* All work and all steps must be shown on the paper, unless told otherwise.
* Boxed or circled answers.
* All grading done with a grading pen or red pencil.
Parents,
You can reach me at school at 817-744-3331, during my conference period or before or after school.
My conference period is from 2:06 – 2:52.
My email address is wayne.andrews@kellerisd.net
Tutorial Times are: Aug. 22 - Nov. 8 by appointment or Mr. Ball's tutorial
Nov. 9 – Feb. 15, 3:40-4:10
Feb. 16 – Jun. 3, 7:45am – 8:15am
I hope that you will join me in your child's success in Pre-Algebra/ 7th grade math this year.
Encourage them to complete their assignments and study for tests; check their agenda; encourage
them to come in for tutorials when it is needed; let me know when you have questions. Together, we
can help make this a great year for your child.
---------------------------------------------------------------------------------------------------------------------------------------
I have read and understand the Information letter for Mr. Andrews's Pre-Algebra/ 7th grade math
class.
___________________________________________
(Student signature)
________________________________________________ __________________
(Parent signature) date
___________________________________________ ________________________
Parent email address Parent contact
| 677.169 | 1 |
The Edexcel Level 1 and Level 2 Mathematics Awards in Number and Measure help students to develop a thorough knowledge and understanding of concepts in number and measure and a strong foundation in mathematical techniques.
They are designed to help students develop proficiency in number and measure to support progression in their studies, the workplace and training.
| 677.169 | 1 |
Share this Page
Odyssey Algebra
04/01/05
CompassLearning ( has expanded its entire suite of Odyssey products, including Odyssey Algebra for middle schools and secondary education. The browser-based curriculum will help teachers offer a comprehensive approach to math education, while providing a platform that supports a variety of instructional strategies and learning styles. Odyssey Algebra has 13 chapters and 131 objectives to cover in an entire school year. The curriculum's online features include interactive tutorials that are woven throughout the program and aids such as online calculators, graph paper, number lines, protractors, spreadsheets and rulers. The program also provides additional offline materials for students that are designed to extend learning beyond the classroom.
This article originally appeared in the 04
| 677.169 | 1 |
You are here
Matters Mathematical
Edition:
2
Publisher:
AMS Chelsea
Number of Pages:
246
Price:
32.00
ISBN:
978-0-8284-0300-9
This is a survey of several areas of mathematics, chosen because they of representative of current research and because they can be understood without a lot of mathematical background. The authors say in the Preface (p. vii), "We want the reader to see mathematics as a living subject in which new results are constantly being obtained." The title is a quote from the Major-General's Song in Gilbert & Sullivan's The Pirates of Penzance and indicates the book's broad and varied scope.
The book often recurs to earlier topics and is not as miscellaneous as it looks on first glance. For example, it starts with elementary set theory but comes back at the end of the book to look at transfinite cardinals. (And it's refreshing to see a discussion elementary set theory that does not begin and end with Venn diagrams.) Similarly there is a chapter on permutations that is followed by a chapter on group theory.
The book is now 35 years old but has aged well, and the subjects covered are still lively research topics even though the statuses given here are not completely up to date. The big weakness of the book, in my view, is that it concentrates on mathematical concepts rather than mathematical problems. Giving more attention to problems would have made it more interesting and would have reinforced the message that math is a living subject.
This is an unusual book and it doesn't fit nearly into a well-known category or have an obvious audience. Although its prerequisites are low, it is a rigorous math book, with definitions, proofs, abstraction, some intricate reasoning, and challenging exercises. The authors suggest (p. vi) that "it could be used in courses designed for students who intend to teach mathematics". I think it would be most useful for pre-service or in-service high-school math teachers, especially those who want a good grounding in mathematical processes. It's definitely not a "popular math" book, and is probably too hard for a college math appreciation class.
Allen Stenger is a math hobbyist and retired software developer. He is webmaster and newsletter editor for the MAA Southwestern Section and is an editor of the Missouri Journal of Mathematical Sciences. His mathematical interests are number theory and classical analysis. He volunteers in his spare time at MathNerds.com, a math help site that fosters inquiry learning.
| 677.169 | 1 |
...Very few mathematics courses place emphasis on training students to question, understand and profess what they are doing. Acquiring these habits places a student in a position to destroy examinations and get top grades.I am a PhD candidate in mathematics at UCSD. My field is called representation theory.
...I They were well able to complete the work in computer science.
| 677.169 | 1 |
Pre-Algebra - Revised
AGS Pre-Algebra - Revised
The bridge to algebra
Help your students make a smooth transition from basic math to algebra. Pre-Algebra is written for the needs of the beginning algebra student. Now you can give your students the tools and the confidence they need to reach new levels in mathematics and to succeed in algebra.
Overall, this high-interest, low-readability text makes it easy for you to engage students who struggle with reading, language, or a learning disability.
| 677.169 | 1 |
Student: Maple or Mathematica? : ECE subreddit for discussion of all things electrical and computer engineering. Maple or Mathematica? : ECE Maple or Mathematica? 12 Dec 2011 22:52:58 -0800<!-- SC_OFF --><div class="md"><p>I am taking Vector calc next semester and I notice Maple 15 has a pack available for ~$200 that includes stuff to help with a lot of that sort of thing.</p> <p>I have used some mathematica before, but not really done a lot in either of them. </p> <p>Any suggestions if this is a good idea to get either one of these? </p> </div><!-- SC_ON --> submitted by <a href=" zzing </a> <br/> <a href=" <a href=" comments]</a> on Student: Maple or Mathematica? the only one I have ever used for for doing serious calculations was matlab. Maple was used briefly in my diff eq class although the professor had never really used it before so I can't say we got a whole lot out of it. if you don't plan on writing out full programs is great. Its basically a giant calculator based off the mathematica source code with all sorts of built in data bases for various things (including non math related). On top of that, its free. If however you do feel the need to get the full program, check and see what your university has to offer. I believe they sold maple for 6 bucks at my school. on Student: Maple or Mathematica? would caution this statement by saying that Mathematica has a number of college-level uses, such as creating exceptionally simple yet detailed graphics, shallow learning curve, and analytic power that matlab doesn't have and wolfram alpha specifically cannot do. that being said your U should already have mathematica on their computers, and there's no reason to pay good money if you can just use their copy. alternatively you have other... shadier... options. edit: but do NOT use maple. that shit is just the worst on Student: Maple or Mathematica? the $200.]( EDIT: justinvh found my error. Much obliged, good sir. on Student: Maple or Mathematica? need to prefix the protocol. [Save the $200.]( is not the same as \[Save the $200.\]\( on Student: Maple or Mathematica? was taught Mathematica in high school for four years. Came to college and they use Maple. Personally, I would advise Mathematica above Maple. It's far easier to learn and has an excellent Help Manual that will walk you through every facet of every command. Also Mathematica 8 has an intelligent input mode based on the same tech that WolframAlpha uses. on Student: Maple or Mathematica? have no experience with Matematica, but i have extensive experience with Maple and MATLAB: Maple is an advanced calculator. It is simple enough that you can use it if you have ever used an advanced calulator(TI83 or 89) before. Declaring variables and what not is easy, and it is possible to do everything that you can dream of. Maple is very powerful with symbolic math, and will do everything you need in terms of vector calculus. I used it extensively during my electromagnetics course, both for calculating stuff and plotting. MATLAB is much more oriented towards data-processing and data-handling. It is very quick, compared to Maple, with large data structures. It i smuch more programming-oriented and does have a somewhat steeper learning curve. But it is much more powerful, and the addons are very powerful. I am an electrical engineer, and i have used the Simulink package extensively, for stuff like complex control systems, and finding stable planet orbits. I was once told that the difference between Maple and Matlab is that Maple is much better at symbolic math. But i was also, at a later time, told that Matlab does indeed have a symbolic math engine(and that it can somehow be linked to Maple. At least, the installer asks about it). So basically, they are not opponents, but compliments to each other. on Student: Maple or Mathematica? (used primarily in Math department class labs) MathCad (used in EE Electronics/Emag) Matlab (used mostly in control systems and signal processing classes) on Student: Maple or Mathematica? If it's for a class, they'll either teach it in a manner in which you don't need the software, or they will likely teach to a specific tool. Don't hurt yourself by using this sort of software to cut out valuable time practicing what you have learned. on Student: Maple or Mathematica? thing I have learned is that in linear algebra and physics would have been far more valuable to me to have something that was good at visualizing the concepts because they are so abstract. on Student: Maple or Mathematica? but most of the time, setting your visual experiment can take a lot of time. For example, setting up a simple EM field by n static electrons will take you a very good deal of time (if that's your idea of visualizing concepts). Anyway, I'd recommend Mathematica as it's extremely elegant and powerful (tons of library on any kind of data, fast enough for most of my needs, etc.), but AFAIR Maple is easier to get your hands on and make a valuable self-contained module. on Student: Maple or Mathematica? is all I've ever seen used seriously in academia. But I'm by no means an expert There does however seem to be a Matlab consensus in this thread though. I wanted to point out scilab as I've heard good things about it: And check this out: Also, my experience is very limited, but damn if the J programming language doesn't seem like it could turn out to be the most powerful and useful mathematical tools there is once learned somewhat. on Student: Maple or Mathematica? the free side of things there is also [GNUoctave]( and [SciLab]( If you are willing to use python [NumPy]( would probably fit the bill too. Enjoy! on Student: Maple or Mathematica? is also [sage]( a python-like language which is a nice alternative to other symbolic calculation tools such as mathematica, maple or matlabs symbolic toolbox. on Student: Maple or Mathematica? ftw. on Student: Maple or Mathematica? if you're only optioned with those two. But MATLAB would do most of what you'd want and it really helps with ECE. My university had a required MATLAB class. on Student: Maple or Mathematica? MatLab do stuff like integration, vector calc stuff and so on? on Student: Maple or Mathematica? Its great. and when you get to needing to do large current loop matricies or reference frame transformations (robotics) it is super simple. (MATLAB stands for matrix laboratory) on Student: Maple or Mathematica? would do all my laboratory pre-labs with MATLAB, where I would create a theoretical signal graph and plot the actual data points when I got the lab back, instead of doing it by hand like other people did. Its actually easier and looks WAY better. PM me if you want some examples and the code of what Im talking about. Always willing to help a guy out. on Student: Maple or Mathematica? advisor had an unusual affinity to Mathematica so I was all but forced to use it. I probably have gained more mathematical depth from using that program than any other sources combined. on Student: Maple or Mathematica? can link Matlab to your Scope/Fucntion generator so it's really usefull that way. I don't know what you can do with maple though.
| 677.169 | 1 |
"The concept of a differentiable manifold is introduced in a simple manner without going into its topological structure. Subsequently the reader is led to the same conceptual details as are found in other texts on the subjects. Since calculus on a differentiable manifold is done via the calculus on Rn, a preliminary chapter on the calculus on Rn is added. While introducing concepts such as tangent and cotangent bundles, tensor algebra and calculus, Riemannian geometry etc., enough care is taken to provide many details which enable the reader to grasp them easily."--Publisher's description.
| 677.169 | 1 |
Product Description
The Discovering Mathematics Common Core Textbooks emphasize the empowerment of students to learn math independently and effectively, a variety of approaches are used to help students master integrated pre-algebra, algebra, geometry, trigonometry, and advanced math topics. This series follows the Singapore Mathematics Framework as well as the topics in the Common Core State Standards. Teacher involvement is required to teach this program. Discovering Mathematics 8A is designed to be used during the first semester of 8th grade. Softcover.
Features include:
Worked examples followed by a "Try It!" question to ensure understanding.
Lesson exercises that include the following exercise categories: Basic Practice (simple questions involving a direct application of the concepts); Further Practice (more challenging questions); Maths@Work (questions that apply mathematical concepts to real-life situations); and Brainworks (questions involving higher order thinking or an open-ended approach to problems).
Each chapter is followed by a review exercise, an "Extend Your Learning Curve" activity, and questions requiring sentence or paragraph answers that encourage reflection.
The answer key at the back of the book provides answers to the Try It! and the problems in the exercises for the Basic Practice, Further Practice, and Maths@Work questions. It does not include answers to the class activities, Brainworks questions, or the Extend Your Learning Curve activities; those answers are found in the sold-separately Teacher's Guide.
| 677.169 | 1 |
I discovered it by searching on the Math Tools DL, but I liked it because it was a quick and easy way to allow students to plot points, see a regression line, and view standard deviation. I liked the fact that it was simple to use and that it worked fast.
Appropriate for:
practice of skills and understandings, applications of a concept or technique
Other Comments:
This tool would be great to use to quickly calculate a regression line or to find things like mean, SD, covariance, correlation, and the least-squares line.
What math does one need to know to use the resource?
You don't have to know any math. You just plug the numbers from the list in, and it automatically spits out all of the data that you need.
What hardware expertise does one need to learn to use the resource?
Nothing. It is compatible with any computer program. It is quick and easy to use, and it is much more user-friendly than a calculator.
What extra things must be done to make it work?
Nothing.
How hard was it for you to learn?
Easy
Explanation:
You just click and drag, and it gives you all of the information that you need. Also, there is a fairly decent page of directions if you need them
| 677.169 | 1 |
Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for).
| 677.169 | 1 |
500 Ways to Achieve Your Best Grades
We want you to succeed on your college linear algebra midterm and final exams. That's why we've selected these 500 questions to help you study more effectively, use your preparation time wisely, and get your best grades. These questions and answers are similar to the ones you'll find on a typical college exam,... more...
Master discrete mathematics with Schaum's--the high-performance solved-problem guide.
It will help you cut study time, hone problem-solving skills, and achieve your personal best on exams!
Students love Schaum's Solved Problem Guides because they produce results. Each year, thousands of students improve their test scores and final grades with... more...
Tough Test Questions? Missed Lectures? Not Enough Time? Fortunately... more...
The guide to vector analysis that helps students study faster, learn better, and get top grades is a topic that becomes increasingly important every year as the digital age extends and grows more encompassing in every facet of life Discrete mathematics, the study of finite systems has become more important as the computer age has advanced, as computer arithmetic, logic, and combinatorics have become standard topics in the discipline.... more...
Schaum's has Satisfied Students for 50 Years.
Now Schaum's Biggest Sellers are in New Editions!,...A classic Schaum's Outline, thoroughly updated to match the latest course scope and sequence. The ideal review for the thousands of college students... more...
Most colleges and universities now require their non-science majors to take a one- or two-semester course in mathematics. Taken by 300,000 students annually, finite mathematics is the most popular. Updated and revised to match the structures and syllabuses of contemporary course offerings, Schaum's Outline of Beginning Finite Mathematics provides... more...
| 677.169 | 1 |
Missouri District Implements Algebra Intervention ProgramThe program combines the Bridge to Algebra textbook with the company's Cognitive Tutor software. Based upon an artificial intelligence model, the software can evaluate and analyze students' strengths and weaknesses and allow for differentiated instruction targeted to individual needs. It also offers such features as concrete, real-world examples, multiple representations of each problem, interactive examples, automated assessment, and immediate feedback. The lessons contained in the text are integrated with the software to optimize the impact of both tools.
"Our goal is to graduate each of our students prepared to compete professionally or in continuing education," said Cathy French, Math Coordinator for Hazelwood School District. "We evaluated several math programs and found that Carnegie Learning provided the engaging, real-world application of concepts that we believe will motivate our students to get excited about math and be successful in higher-level math courses required for graduation."
Hazelwood's current license for use of the Bridge to Algebra system runs through 2014
| 677.169 | 1 |
Buy New Textbook
eTextbook
Used Textbook
We're Sorry Sold Out
More New and Used from Private Sellers
Starting at $101 well-known scholars in the field, this book introduces combinatorics alongside modern techniques, showcases the interdisciplinary aspects of the topic, and illustrates how to problem solve with a multitude of exercises throughout. The authors' approach is very reader-friendly and avoids the "scholarly tone" found in many books on this topic.
Combinatorial Reasoning: An Introduction to the Art of Counting:
Focuses on enumeration and combinatorial thinking as a way to develop a variety of effective approaches to solving counting problems
Includes brief summaries of basic concepts from probability, power series, and group theory to show how combinatorics interacts with other fields
Provides abstract ideas that are grounded in familiar concrete settings and features plentiful diagrams throughout to further add in reader understanding
Presents simple and helpful notations as needed, and simple cases are treated first before more general and/or advanced cases
Contains over 700 exercise sets, ranging from the routine to the advanced, with either hints, short answers, or complete solutions for odd numbered problems. An Instructor's Manual (available via request to the Publisher) provides complete solutions for all exercises
| 677.169 | 1 |
Globe Fearon Exercise Books: Math Skills Practice
Globe Fearon Exercise Books: Math Skills Practice
This mathematics program offers students the essential practice they need to demonstrate math proficiency. Organized by the key strands in math, these eight books help students develop a better understanding of math concepts, prepare for exams, and build skills that translate into greater confidence.
| 677.169 | 1 |
For the last several years, we have assigned calculators to our Alg 2/Trig classes like a textbook. They are responsible for it for the year, and turn it in at the end of their regents exam. If they lose it, they have to pay for it. We are considering trying this with all of our classes next year, i.e. adding alg and geometry to the loaning process. Do any other schools do this? Has it been successful? We are worried that the younger students won't be as responsible, and lose them. Please let us know if you have tried this and how it worked out for you! Or, do you require your students to buy their own graphing calculator in their freshman year? Thanks, Phyllis Frantel
| 677.169 | 1 |
Math Fact Book digital eBook - CSD076964340XEBe
The Notebook Reference Math Fact Book offers students everything they need for success in math right at their fingertips! This convenient 144 page fact book is filled with illustrations, formulas, definitions, and examples that children can use to review virtually every type of math problem. Plus, essential information can be found at-a-glance with a section of ready reference charts that cover everything from multiplication to pre-calculus. The 3-hole punched format allows students to carry this book in a 3-ring binder for quick reference at school, home or on the go! This Item consists of 1 Digital eBook only. No physical products are included.
| 677.169 | 1 |
Beginning with the definition of a polynomial, polynomial multiplication and degree of polynomial products are introduced. Special products and factoring cubics are presented before modeling with polynomials is discussed.
Beginning with the definition of a polynomial, polynomial multiplication and degree of polynomial products are introduced. Special products and factoring cubics are presented before modeling with polynomials is discussed.
| 677.169 | 1 |
...
More About
This Book
emerges from simple observations--how hot coffee cools down, for example--and in discussions of over fifty familiar events and activities. Fernandez demonstrates that calculus can be used to explore practically any aspect of our lives, including the most effective number of hours to sleep and the fastest route to get to work. He also shows that calculus can be both useful--determining which seat at the theater leads to the best viewing experience, for instance--and fascinating--exploring topics such as time travel and the age of the universe. Throughout, Fernandez presents straightforward concepts, and no prior mathematical knowledge is required. For advanced math fans, the mathematical derivations are included in the appendixes.
Whether you're new to mathematics or already a curious math enthusiast, Everyday Calculus invites you to spend a day discovering the calculus all around you. The book will convince even die-hard skeptics to view this area of math in a whole new way.
Editorial Reviews
Publishers Weekly
★ 03/03/2014
For every befuddled math student who's ever sat in class and thought, "When am I ever going to use this?" Fernandez, assistant professor of mathematics at Wellesley College, gleefully reveals the truth: the world really does run on math. He takes a day-in-the-life approach to his subject: getting out of bed introduces trigonometry and how it can be used to describe and predict sleep cycles, while water running from a faucet allows him to address gravity and how its influence shapes motion into parabolic curves. The morning news leads to derivatives and how they can chart unemployment rates and population growth. A stray thought during a morning meeting stirs up the calculus of catching cold.. Illus. (May)
From the Publisher
"For every befuddled math student who's ever sat in class and thought, 'When am I ever going to use this?' Fernandez, assistant professor of mathematics at Wellesley College, gleefully reveals the truth: the world really does run on math. . . .."--Publishers Weekly (starred review)
"The author earnestly and excitedly seeks to make the principles of calculus near and natural, without the intimidation of a five-pound textbook dense with equations. . . . Fernandez invites the reader along on this work day and telegraphs an enthusiasm for seeing calculus, with hints of differential equations, presented to him. This excitement will communicate itself to the math enthusiast becoming acquainted with calculus through the author's style, which is both lively and confident."--Tom Schulte, MAA Reviews
"Written in a bright conversational tone, this book wonderfully integrates calculus into everyday life."--Devorah Bennu, GrrlScientist, The Guardian
"Professor Fernandez is a delightfully quirky writer and his book Everyday Calculus is lighthearted and compelling, connecting mathematics to daily life. . . . Everyday Calculus will not only be found to be understandable by non-mathematicians but will also be found to be quite entertaining. Indeed, not everyone considers the calculus going on inside Tandoori ovens, and they should."--Robert Schaefer, New York Journal of Books
"Written in a bright conversational tone, this book wonderfully integrates calculus into everyday life."--GrrrlScientist
"[T]he book is perfect for a reader who really wants to know what mathematics are governing our lives and who wants to learn and understand or polish up his rusty knowledge of these mathematics."--A. Bultheel, European Mathematical Society
"Everyday Calculus is a triumph in the pursuit of the lofty goal of comprehending the world. Fernandez has touched upon a sensitive nerve, not just because mathematics makes most people cringe, but because the subject has allowed the passage of great things from some of the greatest minds ever to wander within the twentieth century. Oscar Fernandez is as bold as Alfred S. Posementier in his quest to deliver mathematical thinking as nature's gift to the thinking person."--D. Wayne Dworsky, San Francisco Book Review
Related Subjects
Meet the Author
Table of Contents
Preface ix Calculus Topics Discussed by Chapter xi
CHAPTER 1 Wake Up and Smell the Functions 1
What's Trig Got to Do with Your Morning? 2
How a Rational Function Defeated Thomas Edison, and Why Induction Powers the World 5
The Logarithms Hidden in the Air 10
The Frequency of Trig Functions 14
Galileo's Parabolic Thinking 17
CHAPTER 2 Breakfast at Newton's 21
Introducing Calculus, the CNBC Way 21
Coffee Has Its Limits 25
A Multivitamin a Day Keeps the Doctor Away 30
Derivatives Are about Change 34
CHAPTER 3 Driven by Derivatives 35
Why Do We Survive Rainy Days? 36
Politics in Derivatives, or Derivatives in Politics? 39
What the Unemployment Rate Teaches Us about the Curvature of Graphs 41
America's Ballooning Population 44
Feeling Derivatives 46
The Calculus of Time Travel 47
CHAPTER 4 Connected by Calculus 51
E-Mails, Texts, Tweets, Ah! 51
The Calculus of Colds 53
What Does Sustainability Have to Do with Catching a Cold? 56
What Does Your Retirement Income Have to Do with Traffic? 58
The Calculus of the Sweet Tooth 61
CHAPTER 5 Take a Derivative and You'll Feel Better 65
I "Heart" Differentials 65
How Life (and Nature) Uses Calculus 67
The Costly Downside of Calculus 73
The Optimal Drive Back Home 75
Catching Speeders Efficiently with Calculus 77
CHAPTER 6 Adding Things Up, the Calculus Way 81
The Little Engine That Could . . . Integrate 82
The Fundamental Theorem of Calculus 90
Using Integrals to Estimate Wait Times 93
CHAPTER 7 Derivatives Integrals: The Dream Team 97
Integration at Work-Tandoori Chicken 98
Finding the Best Seat in the House 101
Keeping the T Running with Calculus 104
Look Up to Look Back in Time 108
The Ultimate Fate of the Universe 109
The Age of the Universe 113 Epilogue 116 Appendix A Functions and Graphs 119 Appendices 1-7 125 Notes 147 Index 149
Your Rating:
Your Recommendations:
Barnes & Noble.com Review Rules
Our reader reviews allow you to share your comments on titles you liked,
or didn't, with others. By submitting
| 677.169 | 1 |
Algebra for College Students
9780495105107
ISBN:
0495105104
Edition: 8 Pub Date: 2006 Publisher: Thomson Learning
Summary: Kaufmann and Schwitters have built this text's reputation on clear and concise exposition, numerous examples, and plentiful problem sets. This traditional text consistently reinforces the following common thread: learn a skill; use the skill to help solve equations; and then apply what you have learned to solve application problems. This simple, straightforward approach has helped many students grasp and apply fundam...ental problem solving skills necessary for future mathematics courses in an easy-to-read format. The new Eighth Edition of ALGEBRA FOR COLLEGE STUDENTS includes new and updated problems, revised content based on reviewer feedback and a new function in iLrn. This enhanced iLrn homework functionality was designed specifically for Kaufmann/Schwitters' users. Textbook-specific practice problems have been added to iLrn to provide additional, algorithmically-generated practice problems, along with useful support and assistance to solve the problems for students.
Kaufmann Schwitters Staff is the author of Algebra for College Students, published 2006 under ISBN 9780495105107 and 0495105104. Thirteen Algebra for College Students textbooks are available for sale on ValoreBooks.com, eleven used from the cheapest price of $1.61, or buy new starting at $93.27495105104 Brand new book. Hardcover US edition. Ship from multiple locations, including USA, UK, ASIA. 3-5 business days Express Delivery to USA/UK/Europe/Asia/Worldwide. Tracking number will be provided. Satisfaction guaranteed. ISBN: 0495105104.[less]
| 677.169 | 1 |
Product Description
Arm students with the tools they need to survive in the information age. Ensure that all students understand measures of central tendencies, interpreting graphs, permutation and combinations, and more. Employs concrete, hands-on activities as a bridge to abstract concepts. Builds problem-solving skills through the use of real-life situations. Fosters group learning. Reproducible. 96 pages. Grade 9 and up (grade 5 reading level).
Prices listed are U.S. Domestic prices only and apply to orders shipped within the United States.
Orders from outside the United States may be charged additional distributor, customs, and shipping charges.
| 677.169 | 1 |
Matrix Algebra is a vital tool for mathematics in the social sciences, and yet many social scientists have only a rudimentary grasp of it. This volume serves as a complete introduction to matrix algebra, requiring no background knowledge beyond basic school algebra. Namboodiri's presentation is smooth and readable: it begins with the basic definitions and goes on to explain elementary manipulations and the concept of linear dependence, eigenvalues, and eigenvectors -- supplying illustrations through fully-worked examples.
{"currencyCode":"USD","itemData":[{"priceBreaksMAP":null,"buyingPrice":15.87,"ASIN":"0803920520","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":13.44,"ASIN":"0471827223","isPreorder":0}],"shippingId":"0803920520::j6%2B91pFugJ5ZOt5zXJ3Vm9ub94AegB9MMTag32phJ6CUm6DL9tmSD9WIDvbo0VPh%2FDg0sfLCV4uepW9IDlnpsR7DmnfBjE5kHos85eNDcSo%3D,0471827223::2KCOpGXeQhHP73%2FpAgubDvnOu6HVFLA09AnuH8%2BVEzBpUie5LJ33UPQVlNizCekVlw%2Fdgxi54VjlNQYBLRXVbvtGfEOIBUmrzzHlcaKejrishnan Namboodiri sets out to remedy the problem that "...social science majors and graduate students often fail to go far enough in mathematics to get a thorough grounding in [matrix algebra]." This little green book covers the ground in four chapters and 96 pages.
The author begins by introducing basic matrix concepts and terminology, moving quickly to matrix operations such as addition, multiplication, and inversion. The central concept of linear dependence of sets of matrix rows and matrix columns is then explored, including the implications of this concept for solving simultaneous linear equations. The final chapter introduces the concepts of determinants, eigenvectors and eigenvalues. Applications to principle components analysis are illustrated in the books closing sections.
I read this book as part of a three-week online review course in matrix algebra. Its strengths were the discussion of practical applications and its conciseness. These strengths are counterbalanced by disappointing weaknesses. The dense, formula-driven presentation style made the book hard to follow. A glossary and index would have greatly aided mastery of a large number of new terms and concepts. In the end, I was helped more in the class by free materials I found by searching the web than by this book. I was annoyed that I had purchased it.
After further searching, I became a grateful reader of Charles Cullen's Matrices and Linear Transformations, which is more clear, covers more material, includes numerous practice exercises--and requires less of a little green investment. Save yourself some pain and go directly to Cullen.
This is a great introduction to matrix algebra. It reads very easily and presents the basics in an intuitive way. While it lacks the dense details and proofs one might want in a more advanced book, it did give me a great framework in which to put those dense details into. I read this in a few days, and found my matrix algebra studies went much better afterward. This is a great investment for anyone preparing for an in depth study of matrix algebra, or anyone wanting to brush up on the basics.
| 677.169 | 1 |
algebraic geometry
algebraic geometry
Study of geometric objects expressed as equations and represented by graphs in a given coordinate system. In contrast to Euclidean geometry, algebraic geometry represents geometric objects using algebraic equations (e.g., a circle of radius r is defined by x2 + y2 = r2). Objects so defined can then be analyzed for symmetries, intercepts, and other properties without having to refer to a graph.
This entry comes from Encyclopædia Britannica Concise. For the full entry on algebraic geometry, visit Britannica.com.
| 677.169 | 1 |
Basic College Mathematics with Early Integers
9780321726438
ISBN:
032172643X
Edition: 2 Pub Date: 2011 Publisher: Pearson Education
Summary: Martin-Gay, Elayn is the author of Basic College Mathematics with Early Integers, published 2011 under ISBN 9780321726438 and 032172643X. Four hundred twenty Basic College Mathematics with Early Integers textbooks are available for sale on ValoreBooks.com, seventy three used from the cheapest price of $24.19, or buy new starting at $185 WRITING This item may not include any CDs, Infotracs, Access cards or other supplementar... [more]CONTAINS WRITING shipping within U.S. will arrive in 3-5 days. Hassle free 14 day return policy. Contact Customer Service for questions.[less]
To be so honest with you, math is not my favorite subject. The instructor I had was not so good on teaching the subject to the class as well as she would of. The most useful would be the basics and the variables. I plan on joining the military and thoses will be on the test. So those where the most helpful.
I believe it was a great book. I just had the wrong instructor teaching me. I didn't learn as much as I wanted too.
All the information used inside the book was helpful for my desire to re-learn math from the bottom up.
Developmental math appreciation, I simply took the course so I could re-learn math from the bottom due to not having had a math class in over 10 yrs as well as I don't remember ever having a math teacher that really cared if I learned and understood.
| 677.169 | 1 |
More About
This Textbook
Overview
Number theory has a long and distinguished history and the concepts and problems relating to the subject have been instrumental in the foundation of much of mathematics. In this book, Professor Baker describes the rudiments of number theory in a concise, simple and direct manner. Though most of the text is classical in content, he includes many guides to further study which will stimulate the reader to delve into the great wealth of literature devoted to the subject. The book is based on Professor Baker's lectures given at the University of Cambridge and is intended for undergraduate students
| 677.169 | 1 |
0132700Introductory Mathematics
From fractions and decimal numbers to algebra and trigonometry, this author provides a complete package for learning introductory mathematics, providing not only a learning tool, but a resource. Basic theory is presented in intuitive form, supported by worked-out examples, and mathematics is given purpose in a wide variety of applications, demonstrating to students why mathematics is a valuable tool for their particular careers
| 677.169 | 1 |
Synopses & Reviews
Publisher Comments:
A hands-on introduction to the tools needed for rigorous and theoretical mathematical reasoning
Successfully addressing the frustration many students experience as they make the transition from computational mathematics to advanced calculus and algebraic structures, Theorems, Corollaries, Lemmas, and Methods of Proof equips students with the tools needed to succeed while providing a firm foundation in the axiomatic structure of modern mathematics.
Explores how to use both a direct and indirect proof to prove a theorem
Presents the basic properties of real numbers
Discusses how to use mathematical induction to prove a theorem
Identifies the different types of theorems
Explains how to write a clear and understandable proof
Covers the basic structure of modern mathematics and the key components of modern mathematics
A complete chapter is dedicated to the different methods of proof such as forward direct proofs, proof by contrapositive, proof by contradiction, mathematical induction, and existence proofs. In addition, the author has supplied many clear and detailed algorithms that outline these proofs.
Theorems, Corollaries, Lemmas, and Methods of Proof uniquely introduces scratch work as an indispensable part of the proof process, encouraging students to use scratch work and creative thinking as the first steps in their attempt to prove a theorem. Once their scratch work successfully demonstrates the truth of the theorem, the proof can be written in a clear and concise fashion. The basic structure of modern mathematics is discussed, and each of the key components of modern mathematics is defined. Numerous exercises are included in each chapter, covering a wide range of topics with varied levels of difficulty.
Intended as a main text for mathematics courses such as Methods of Proof, Transitions to Advanced Mathematics, and Foundations of Mathematics, the book may also be used as a supplementary textbook in junior- and senior-level courses on advanced calculus, real analysis, and modern algebra.
Synopsis:
About the Author
RICHARD J. ROSSI, PHD, is Professor in the Department of Mathematics at Montana Tech of The University of Montana in Butte, Montana. He served as President of the Montana Chapter of the American Statistical Association in 1996 and 2001 and as an Associate Editor for Biometrics from 1997–2000. He is a member of the American Mathematical Society, the Institute of Mathematical Statistics, and the American Statistical Association. Dr. Rossi received his PhD in statistics from Oregon State University in 1988.
"Synopsis"
by Ingram,
| 677.169 | 1 |
Show
alignments for:
Actions
8.N Number and Operations
8 Understand real number concepts
8.N.ME.08.01 Understand the meaning of a square root of a number and its connection to the square whose area is the number; understand the meaning of a cube root and its connection to the volume of a cube.
8.N.ME.08.04 Understand that irrational numbers are those that cannot be expressed as the quotient of two integers, and cannot be represented by terminating or repeating decimals; approximate the position of familiar irrational numbers, e.g., square root of 2, square root of 3, pi, on the number line.
8.A.RP.08.04 Use the vertical line test to determine if a graph represents a function in one variable.
8 Understand and represent quadratic functions
8.A.RP.08.05 Relate quadratic functions in factored form and vertex form to their graphs, and vice versa; in particular, note that solutions of a quadratic equation are the x-intercepts of the corresponding quadratic function.
8.A.FO.08.10 Understand that to solve the equation f(x) = g(x) means to find all values of x for which the equation is true, e.g., determine whether a given value, or values from a given set, is a solution of an equation (0 is a solution of 3x2 + 2 = 4x + 2, but 1 is not a solution).
8.A.FO.08.11 Solve simultaneous linear equations in two variables by graphing, by substitution, and by linear combination; estimate solutions using graphs; include examples with no solutions and infinitely many solutions.
8.A.FO.08.12 Solve linear inequalities in one and two variables, and graph the solution sets.
8.G.SR.08.07 Understand the concept of surface area, and find the surface area of prisms, cones, spheres, pyramids, and cylinders.
8 Visualize solids
8.G.SR.08.08 Sketch a variety of two-dimensional representations of three-dimensional solids including orthogonal views (top, front, and side), picture views (projective or isometric), and nets; use such two-dimensional representations to help solve problems.
8.D.PR.08.06 Understand the difference between independent and dependent events, and recognize common misconceptions involving probability, e.g., Alice rolls a 6 on a die three times in a row; she is just as likely to roll a 6 on the fourth roll as she was on any previous roll.
| 677.169 | 1 |
46,400algebra 2
| 10+
| 677.169 | 1 |
Kings Point, NY Math quadratic formula is presented, along with an introduction to complex numbers. The laws of exponents are extended to the cases of zero, negative and fractional exponents. The idea of a function and its inverse is introduced.
| 677.169 | 1 |
I've looked through a good portion of this thread and haven't seen either of these so I figured I'd post them. Not my absolute favorites (it would be impossible for me to choose even a top 20 list) but both are very good.
Yeah, I also came to make sure Godel Escher Bach was here. Awesome book.
EDIT:
I'm almost done with Advise and Consent by Allen Drury and since I don't see that anywhere else here (with a cursory search) I thought I'd mention it. It is a great book and very interesting and insightful in my opinion. Definitely a must for anyone interested in American politics/government. It won the Pulitzer prize for fiction in 1960.
I have to disagree with you here. I've had my TI-89 titanium since 10th grade for accelerated algebra 2 (it was recommended and I'm very glad). I love it.
Most of calculus is memorization anyway. Why shouldn't it be allowed on the exams? I recently had to use a TI-84 plus on a Linear Algebra final (just finished sophomore year) and it was ridiculous. The thing is, there's almost nothing that the TI-89 can do that the TI-84 can't, it's just that the TI-84 makes it so much harder and less user friendly to do (Like the way it handles matrices).
Some things that bugged me: The key layout. Thank God for whoever decided to have dedicated x, y, z, and t keys on the TI-89. Also why have dedicated x2 and x-1 and not allow actually typing "x-1" for calculating matrix inverses? That's just stupid and obviously it wasn't a matter of capability. Programming the TI-89 is much easier too. The TI-Basic that it uses is more powerful (though like I said most everything is doable on the 84 too) and using C/assembly is much easier for the 89. Obviously the user interface and extensive customizability is very useful. In my custom menus I'd put things like the framework for the solve function for chemical equilibrium problems for example. Obviously those are nice things the 89 has too, the solve, factor, and expand functions.
In the end, the 89 titanium is, imo, the king of calculators and it can save you so much time and you can tweak it and program it to your hearts content. I'll keep mine forever and I hope they never stop making them(if they do I'll buy half a dozen before they run out). It never detracted from my understanding of a course/subject. In any course/exam, there will be questions that test your conceptual understanding in some way that forces you to know what's really going on. No calculator can help you there anyway.
GARCIN: Just as I expected. Why should one sleep? A sort of drowsiness steals on you, tickles you behind the ears, and you feel your eyes closing--but why sleep? You lie down on the sofa and--in a flash, sleep flies away. Miles and miles away. So you rub your eyes, get up, and it starts all over again.
VALET: Romantic, that's what you are.
GARCIN: Will you keep quiet, please! . . . I won't make a scene, I shan't be sorry for myself, I'll face the situation, as I said just now. Face it fairly and squarely. I won't have it springing at me from behind, before I've time to size it up. And you call that being "romantic!" . . . So it comes to this; one doesn't need rest. Why bother about sleep if one isn't sleepy? That stands to reason, doesn't it? Wait a minute, there's a snag somewhere; something disagreeable. Why, now, should it be disagreeable? . . . Ah, I see; it's life without a break.
VALET: What are you talking about?
GARCIN: Your eyelids. We move ours up and down. Blinking, we call it. It's like a small black shutter that clicks down and makes a break. Everything goes black; one's eyes are moistened. You can't imagine how restful, refreshing, it is. Four thousand little rests per hour. Four thousand little respites--just think! . . . So that's the idea. I'm to live without eyelids. Don't act the fool, you know what I mean. No eyelids, no sleep; it follows, doesn't it? I shall never sleep again. But then--how shall I endure my own company? Try to understand. You see, I'm fond of teasing, it's a second nature with me--and I'm used to teasing myself. Plaguing myself, if you prefer; I don't tease nicely. But I can't go on doing that without a break. Down there I had my nights. I slept. I always had good nights. By way of compensation, I suppose. And happy little dreams. There was a green field. Just an ordinary field. I used to stroll in it. . . . Is it daytime now?
This is not directly in response to OP but to a lot of the comments and ideas in this thread.
Someone mentioned that a real education is "Understand everything, question everything" whereas what the conservatives/republicans (and presumably the american education system at large) have is brainwashing, or "Believe everything. Question nothing".
I don't think this is the case. I think Liberals treat many of their liberal views/ideas the same way a religious person treats their belief/religion. They don't question it. They may pretend to analyze it but they never really question or apply logic to their fundamental beliefs. And yes that is what they are.
Ah so you're one of those people who only gives their true or full opinion behind the mask of anonymity?
That seems pretty unusual for someone whose viewpoints are, according to yourself, in the majority and are mostly accepted facts. As for the religion and crude jokes, what kind of friend would care what you believe about that or what you post for fun/joking on the internet?
There is a big difference between those (and evolution and earth being round considering the thread we're in) and global warming. Those theories have been around for much much longer and have been way more exhaustively tested and proved accurate again and again. All though as far as I know there isn't much to Quantum Mechanics. Beyond a few properties we know, we're into theorizing the reasons and explanations for them. All the string theory versions and gravity particles etc. Anyway that's irrelevant. The point is Global Warming has only been around for 15-20 years. 40 years ago it was Global Cooling and I'm sure there was a "strong" scientific consensus then too. We have insufficient data (just over 100 years of sparse temperature readings + what we can divine from geology?) to say whether we're doing anything significant (good or bad).
I also recently read an article somewhere that was stating just the opposite of your view that scientists are good programmers. The gist of the article was that they aren't. They don't use good coding practices, they have bugs and often they don't publish their code (as they should) so these problems aren't found until someone tries to duplicate their model and gets a different answer. Oh wait I found it:
I bet you're going to tell me they're conservative too. I don't keep track. I just read everything and only think/know of a few that are specifically conservative sites.
I was under the impression that climate is a chaotic system with all the infinite sensitivity to initial conditions etc. that come with that. As far as I'm aware we can't model something like that. We can't simulate cloud cover down to the level we'd need for example and instead use 10 or 100 square mile swaths of cloud cover or something like that.
Incidentally I am currently a CS major at Arizona State University which definitely is a very liberal school. We have a ridiculous "School of Sustainability" for heaven's sake.
Have you read State of Fear? I can guess what you're going to say but he did read peer reviewed literature and every footnote and article/book in the bibliography was real. He spent years researching that and he was a very intelligent guy.
Also what's your opinion on the email scam? All the "tricks" and data manipulations etc.? You think that's just a coincidence? A small unimportant minority? Overblown lies? I sure don't. Oh and there was something else I read about how IPCC and similar orgs are very bad about misquoting scientists (accidentally or on purpose?) in ways that support their views. An example I remember was about glaciers melting in 370 years and they quoted as 37 or something like that. A related article I just found:
EDIT: Actually the first article covers most of what the second one does in addition to the parts about scientific programming so don't bother with the second one if you want. I'd forgotten the first one had talked about climategate specifically.
EDIT2: I forgot to reply to the Hugo Chavez thing. Yes Chavez is a nut but the point is he got a standing ovation. How do you explain the fact that he was cheered and virtually everyone agreed with him?
Why can you dismiss my sources as biased when I can't say wikipedia is biased? Wikipedia is like Reddit and for the most part takes the liberal viewpoint.
I was talking about the general population not scientists. Also I think all scientist's opinions matter. Obviously climatologists, meteorologists, geophysics/science etc. should count for more than say a major in biomedical engineering. However all good scientists think logically and have the necessary qualifications to make reasoned judgments. Also computer scientists should be counted up their because of the models climatologists use. The models are ridiculous. There's no way we can model the climate accurately, there are just too many variables and too many things we don't know.
All I know is that I've read quite a bit on the subject (from many sources not just overtly conservative sources) and I did not find anything resembling concrete evidence for AGW or even GW for sure. Studies and results and interpretations are all over the map. For this reason I think we should hold off on any drastic laws that effect the economy negatively until we're more sure about whether anything we do makes a significant difference.
EDIT: Also a college degree in Environmental Science? Colleges are notoriously liberal and indoctrinating. Of course they'd tend to teach that global warming is a fact and that it's definitely our fault. Where did you get your degree?
I don't have a lot of faith in wikipedia when it comes to things like this. Global warming believers (and I think liberals in general) are far more likely to edit wikipedia (and actually hold accounts) than global warming skeptics.
I'll be the first to admit the number of believers is much higher than the number of skeptics. This is because GW activists and environmentalists are much more publicized than the other side.
Evironmentalism (GW and almost all the other aspects) is not about saving the planet. It's purely political control and stupidity:
Of course I think it's probably much easier to show and support your (conservative) political views in reddits other than the political. The participants seem to be much less . . . intense and much more reasonable and prone to calm discussion.
Technically it's wired against comments that most of the other active users think add nothing to the discussion.
It doesn't necessarily mean that the majority is right or that the comment really was wrong or unhelpful.
Because most users (esp. very active users) are liberal, reddit's apparent liberal bias is perpetual and reddit is not very open to contrary ideas. I imagine many users who are conservative don't post at all or only about non political things for this reason.
I was raised mormon but I can't remember a time I ever really believed. I never liked going to church ("why does everyone else get a real 2 day weekend?" was my thought) or doing family scripture study/prayer etc.
As I got older I moved further and further toward the atheist side of the agnostic - atheist scale. I would argue in church, sunday school, seminary etc. All the obvious logical problems with religion and God of course but also some specific to mormonism. I actually don't think mormonism is any worse logically. I think all religions are equally nonsensical . . except for eastern religions since that's kind of the point and in a weird way they actually do make sense.
I say I'm atheist because I believe there is no God. I don't know there is no God. I hate it when religious people say they know things that they can't possibly know and respect slightly more the ones who only say they believe. Hence I merely believe that God doesn't exist because I feel it is much much more logical and believable than that God does exist.
With food stamps, unemployment benefits (why on earth are we paying people for not having a job) and all the other forms of welfare/aid available there is no way a person can't get food legally. Many times they spend much of what they're given on cigarettes, alcohol and other drugs. Another huge indication that food is not a problem is the higher prevalence of obesity among the poorer demographics. Calories are cheap. A poor skinny person is a rare sight and as I mentioned earlier drugs/alcohol etc. are probably coming first for them.
2 more examples:
Last summer (and I think for the last couple summers) a number of elementary schools (10 last summer if I remember correctly) located in the poorer areas gave out free breakfast and lunch to anyone under 18 who came during serving time on weekdays (about an hour or 2 for each). I worked for an electric company replacing light fixtures at elementary schools last summer and there was a school in a mostly poor Hispanic neighborhood where every day all these summer school kids (I suspect many parents use it as day care) and many other kids who come to play at the school would get these free meals.
I also once worked at a homeless shelter for men serving dinner. This place was huge. It had a cafeteria, weights and workout equipment, washer/dryer, TV's, commercial grade kitchen from which to serve food to the cafeteria etc. Also I've never seen more good food served and thrown away in my life. This place was served regularly by various religious/volunteer organizations (the reason I was there) who donated tons of homemade and store bought food and volunteered there time to prepare/serve it to the 4-5 dozen or so men who lived here. None of them were starving and most of them were overweight or very large/muscular. I still remember vividly watching some of them throw untouched Costco apple pie in the trash. It was particularly annoying because I didn't get any and the waste it represents is astonishing. We could have fed 3 or 4 times as many people a substantial meal with all that food and I doubt it "fed" them for more than one full meal afterwards
Basically if a person is willing to put an ounce of effort into it they can get what they really need (and most often more) for free.
Enough of that topic.
Why does education prevent/stop people from committing crime? I want to hear why you think so. Personally I don't see how being educated gets rid of the desire to take what you want, do what you want etc. Those are still there with or without education. Maybe you think education shows them a legal way to do that but I disagree. There's nothing taught in formal education that isn't obvious in that area/subject.
Your comment about the cost is again assuming you're right about the correlation (and the strength of it) between education and crime and the lack of correlation between punishment and crime. Also it assumes (wrongly in my opinion) that more money means more effective education. I think past a certain point more money is actually detrimental. Look at NCLB. What a colossal waste of money, paper, ridiculous standardized tests and rules about "passing" schools etc.
I read a few months ago about some lawsuits on behalf of a couple (literally like 2 or 3 individual students) of students. They were suing the school district for not teaching them to read. They won and so the district is paying for 100,000+ dollars in private tutoring for them. That is idiotic. That is what it would take to get to everyone though. Without that kind of expensive individual and practically forced method you just can't teach everyone because not everyone cares or wants to learn. In fact most people don't care but fortunately they can and do function when it comes to things outside of school whether it be job, sports or whatever else they do. Basically it's the bring a horse to water metaphor. And for people below a certain threshold of intelligence or even the barest minimum of self motivation, it's the law of diminishing returns for astronomical costs. People like that aren't likely to do much if anything to benefit society in their lives anyway in my opinion.
I still say there's no minimum. A child who sees his parent or older sibling reading or is read to can say "hey I want to be able to do that" and will be able to relatively quickly if they want to and get even a little help from someone. As for going from a state of not knowing to a state of knowing that by itself doesn't do anything. Kids go from not knowing the capital of a state or the location of a country or the time period of Mesopotamia to knowing all the time and most of them don't care. They have to want to know. Schools teach what they're told to. If all that was taught was reading, writing (the basics not the stupid standard essay that is the death of good writing), and arithmetic not only would school be much shorter/faster but students would use that to teach themselves what they wanted and they wouldn't have to waste their time on things not relevant to their lives or interests.
Like I said this is not going to change any time soon if ever. Home school is one way but even that's being taken over by internet programs that teach the same boring useless structured curriculum.
I don't think anything non-mathematical, engineering or scientific is actually relevant or necessary to anyone and even most (beyond basic math/algebra) of that is irrelevant to most people who don't go into the sciences. How many people actually use the basic trigonometry in their jobs? How many people who don't even remember it? How many people use the history or music or government or english (vocab? poetry? literature? 5 paragraph essay? standard english courses are a joke anyway)? The answer of course is hardly any of them. If they do need it they can always look it up and instantly get what they need.
I'm not saying people shouldn't learn these things. I'm saying they shouldn't be forced to "learn" them in school. I'm saying the best way to increase interest is to increase relevance and practicality. The only way people really learn those other things is if A.) they're already interested in the topic and/or B.) it's so easy they don't even have to try and/or C.) they love to learn in general.
B/C come with a caveat. I think even people who love to learn in general get bored with subjects because it's too easy or it's just not interesting to them. They still benefit from the exposure/review but past that it's more negative than positive.
I think when people have a desire or need, everyone can and does learn better alone or maybe in a small group of close friends with a common interest.
What's beneficial to the individual is beneficial to the society. Having an educated populace doesn't inherently benefit society in my opinion. A college graduate who got a BA and works in a generic office job his or her whole life makes no more difference than a high school graduate (or drop out) who does the same job. The job doesn't require any higher qualifications and the BA (whatever it was) was most likely entirely useless or unrelated to the actual job. My mother has a BS in Comp. Sci from 85 or thereabout. She had one job as a SQL developer after college for a bit and nothing since. She hasn't programmed a thing in 25 years and hardly remembers the basic ideas. Was her degree a waste? For society I would say yes. For her, maybe not because she was on scholarship and she met my dad in college (college performs it's social function far far better than it's educational one).
I heard a sad thing the other day in my physics lab. I overheard a student say he was in an interview for an internship and the interviewer said something like "don't worry, we know you're all stupid/idiots and we have to train you anyway". The student said this was simultaneously comforting and of course slightly insulting. It shows the problem with school. Even in college, even in engineering, students are mostly not being taught, and also are not learning, things they'll actually need or use. Current students are not any more idiotic than the previous generations (rising IQ scores over the past half century actually suggest the opposite). Yet, despite this common employer opinion, they still expect/want/value a college degree. Why is this? Why do we tolerate this insanity and waste? Why do I as an individual have to put up with the BS that is college while simultaneously trying to learn the interesting and valuable things and get the experience I want and need on top of and outside of school?
What do you teach and where? I don't think passion is a good determinant . I've had plenty of teachers who were passionate about teaching and/or their subject but were terrible teachers.
Not sure what you mean by a "cultural vacuum". I don't think his statement needs any qualifications. If the need or desire is there then anyone can learn anything. (well excepting severe mental disabilities but our argument for the most part is restricted to the set of average and up).
EDIT: I apologize for the length and formating. I put more returns between paragraphs but it doesn't seem to like displaying more than one. I suggest copying and pasting.
Is gaol a word in Australia? I think you used it in a previous post and I assumed it was a typo but now that you used it again I'm not so sure. Obviously it means jail so I'm just curious.
1.) Even if I accept your premise that sane people don't starve themselves or commit suicide, as I mentioned previously, there are always ways to get what you need legally. Incidentally I think up to half of homosexual people did make a choice (whether it was conscious or not) and 90% of bisexuals. I do agree there is a genetic component but like everything genetic I don't think it's 100% certain.
2.) I'm not sure how to compare incarceration and a high school diploma directly. I certainly think crime would be much more than 3.5% higher if we didn't have incarceration but maybe that's not what you meant.
I'll respond to the rest all at once:
While I agree that there are many problems with school (everywhere not just America) I don't think it's possible to address all the problems under the conditions they have to operate in/with. You can't cater to every individual without the costs going through the rough. Besides how does making school pander to each individual student in anyway prepare them for the real world where no one gives a crap about your individual "needs"? Of course ideally both school/education and the real world/business would be better but that's not going to happen.
Self-directed learning can be a self-booting system as you put it. There is no minimum level except perhaps the desire to learn and you can't teach that. So you can't really blame the system for not making students want to learn. Also learning to read should be done mostly before school starts and outside of school in general anyway.
I know while I learn well and can learn a lot in class/lecture format, I prefer to read and learn alone and do that much faster and more effectively. Also in learning alone I get to choose exactly what I want to do/learn.
As for college, the truth is for most majors it isn't worthwhile. At least not economically. For almost all non-science/engineering majors it is not cost effective. Even professional degrees aren't a good idea for many because they go into so much debt to pay for it. It just further makes my point (and yours sort of) that education is different from school and school in and of itself is not worth anything. College is not any better than primary education in actually imparting practical useful knowledge and instilling a love of learning.
I read this interview of Will Smith several years ago and I couldn't agree with this statement more:
Smith: I know how to learn anything I want to learn. I absolutely know that I could learn how to fly the space shuttle because someone else knows how to fly it, and they put it in a book. Give me the book, and I do not need somebody to stand up in front of the class.
| 677.169 | 1 |
Life of Fred
About the Series
Life of Fred is likely to be one of the most unique math programs you will ever come across. It is a complete (not a supplemental!), math program that relies upon the self-teaching learning style many homeschoolers love.
The texts follow the life of Fred Gauss—a six-year-old math professor at Kittens University who was born on the slopes of the Siberian Mountains—who has many humorous, unlikely, and zany adventures. Informal in tone and approach, these books are designed to engage students in a fun narrative while also instilling a solid understanding of the principles of mathematics--without an abundance of repetitive drills!
The program is structured in different courses that cover multiple grades:
Elementary and intermediate books for 1st-5th grade
A "Before High School Mathematics" series that features arithmetic & pre-algebra books for late elementary and middle school
A four-year high school course
A set of university-level textbooks
Unlike the common "consumable" math worktext model, Life of Fred texts are hardcover, non-consumable textbooks with Smyth-sewn bindings; students write their answers on separate paper. Answers are also included in the text (written directly to the student) for most texts; geometry and the college-level courses have selected answers in the texts with answer keys (sold-separately) that include the remaining answers.
Educate your students on the importance of sound financial choices with Life of Fred's trademark humor and pizzazz. Designed to fulfill the need for personal financial literacy skills that math books don't often cover, readers will learn about income and spending ratios, debt, budgeting, setting goals, investments, and other necessary knowledge for functioning as an adult with financial solvency. . . while keeping the perspective that there are more important things than money! "Your Turn to Play" exercises are included throughout, but rather than focusing only math skills, often ask students to reflect upon their priorities, the differences between wants and needs, and where to allot items or expenses.
About Life of Fred Language Arts
The Life of Fred Language Arts Series is designed for the high school years; it is recommended that books be used in order: Australia, Begin Teaching, Classes, and Dreams. Short and to the point, each contains 19 daily lessons that are rich in the rules of the English Language. Covering grammar (not literature and writing) –as well as the many other facts about other topics Fred always integrates--these books are perfect for those who want to learn foundational English skills through the fun style of Life of Fred.
| 677.169 | 1 |
Boolean functions are the building blocks of symmetric cryptographic systems. Symmetrical cryptographic algorithms are fundamental tools in the design of all types of digital security systems (i.e. communications, financial and e-commerce). Cryptographic Boolean Functions and Applications is a concise reference that shows how Boolean functions are... more...
Deals with cardinal number valued functions defined for any Boolean algebra. This title considers the behavior of these functions under algebraic operations such as products, free products, ultraproducts, and their relationships to one another. It covers topics such as ultraproducts and Fedorchukis theorem. more...
The manuscript of "The Traite De Logique Algorithmique" resulted from lectures Couturat gave at the University of Caen in 1898/99 on recent developments in symbolic logic, on the relations of logic and mathematics, and on the scope of the methods of mathematics. It is the only one of several manuscripts Couturat mentioned in his correspondence... more...
Mathematicians is a remarkable collection of ninety-two photographic portraits, featuring some of the most amazing mathematicians of our time. Acclaimed photographer Mariana Cook captures the exuberant and colorful personalities of these brilliant thinkers and the superb images are accompanied by brief autobiographical texts written by each mathematician.... more...
How do you make mathematics relevant and exciting to young children? How can mathematics and literacy be combined in a meaningful way? How can stories inspire the teaching and learning of mathematics?
This book explores the exciting ways in which story can be used as a flexible resource to facilitate children?s mathematical thinking. It looks... more...
Designed to support both teachers and university-based tutors in mentoring pre-service and newly qualified mathematics teachers at both primary and secondary levels, Mentoring Mathematics Teachers offers straightforward practical advice that is based on practice, underpinned by research, and geared specifically towards this challenging subject area.... more...
Globally, mathematics and science education faces three crucial challenges: an increasing need for mathematics and science graduates; a declining enrolment of school graduates into university studies in these disciplines; and the varying quality of school teaching in these areas. Alongside these challenges, internationally more and more non-specialists
| 677.169 | 1 |
Book Description: Consumer Mathematics presents basic math skills used in everyday situations—paying taxes, buying food, banking and investing, and managing a household. The full-color text helps learners of all ages become wiser, and more informed.
Consumer Mathematics student workbook
Book Description: Consumer Mathematics presents basic math skills used in everyday situations—paying taxes, buying food, banking and investing, and managing a household. The full-color text helps learners of all ages become wiser, and more informed
| 677.169 | 1 |
Interactive Examples (IE's) are quantitative homework problems whose "help" comes in the form of more questions. Eventually, enough information is given
in the helps to work the problems, but we hope that as students work their way through these examples, they acquire some better understanding of how to approach
these kinds of problems. In particular, we hope that these examples help students learn to develop problem-solving strategies that are based on conceptual
understanding rather than equation manipulation. In fact, once the student correctly answers the initial problem, we present a recap of the solution in terms of
sequential conceptual, strategic and quantitative analyses. Following the recap, we ask the student some conceptual follow-up questions to test understanding.
Complete sets of Interactive Examples were introduced into the algebra-based sequence (101,
102) in the fall semester of 2000 and into the calculus-based electricity & magnetism course (212) in
the fall semester of 2001. We introduced a complete set of Interactive Examples into the calculus-based mechanics course (211) in the
fall semester of 2002.
New Interactive Examples!
We have just recently introduced IE's into the calculus-based Thermal Physics (213) and Quantum & Waves Physics
(214) courses in the fall semester of 2005.
Try an Interactive Example IE of the Day We have created a website that displays a new Interactive Example each day.
Check in daily or create a link to the website to try our IE challenge.
We welcome comments on these examples. Please send comments to Gary Gladding.
| 677.169 | 1 |
and Equations".[This module contains a summary of the key concepts in the chapter "Algebraic Expressions and Equations".[Collapse Summary]
an equation.[Objectives of this module: be able to identify the independent and dependent variables of an equation, be able to specify the domain of an equation indirectly
| 677.169 | 1 |
Developmental Mathematics-Text - 8th edition
Summary: TheBittinger serieschanged the face of developmental education with the introduction of objective-based worktexts that presented math one concept at a time. This approach allowed readers to understand the rationale behind each concept before practicing the associated skills and then moving on to the next topic. With this revision, Marv Bittinger continues to focus on building success through conceptual understanding, while also supporting readers with quality applications, exercises,...show more and new review and study materials to help students apply and retain their knowledge84.93$95127.95 +$3.99 s/h
Good
BookMob Ottawa, ON
PAPERBACK Good 0321731530
| 677.169 | 1 |
gebra: Chapter 0 is a self-contained introduction to the main topics of algebra, suitable for a first sequence on the subject at the beginning graduate or upper undergraduate level. The primary distinguishing feature of the book, compared to standard textbooks in algebra, is the early introduction of categories, used as a unifying theme in the presentation of the main topics. A second feature consists of an emphasis on homological algebra: basic notions on complexes are presented as soon as modules have been introduced, and an extensive last chapter on homological algebra can form the basis for a follow-up introductory course on the subject. Approximately 1,000 exercises both provide adequate practice to consolidate the understanding of the main body of the text and offer the opportunity to explore many other topics, including applications to number theory and algebraic geometry. This will allow instructors to adapt the textbook to their specific choice of topics and provide the independent reader with a richer exposure to algebra. Many exercises include substantial hints, and navigation of the topics is facilitated by an extensive index and by hundreds of cross-references.
{"currencyCode":"USD","itemData":[{"priceBreaksMAP":null,"buyingPrice":68.37,"ASIN":"0821847813","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":106.74,"ASIN":"0471433349","isPreorder":0},{"priceBreaksMAP":null,"buyingPrice":146.02,"ASIN":"0131816292","isPreorder":0}],"shippingId":"0821847813::EYDPJEsnyBbG%2FANTFEG8x4Kbrl%2F0%2F2hHcAOIObyqPoiwz691DMubIYMF8jkUHPO154GyaA%2FgENLPlGGE5tNwhakl1j%2BLBdbTh2%2BiDTGD7l0hnatDZQ6MAA%3D%3D,0471433349::ubNz1n3c4X2Yp6xIDKsgJ4uZdo9UwbvUkUUtv3TjCjmmHYfLryPDc5Y0UizA2gNzXt1fRqAFI%2FSatTWLk1VS0SdfkUzuYkwObxxJ2CU62uE%3D,0131816292::9ZmsqMmDcfloh8ORcR8Y0t577wuw7NiRFjKavFEZuVaQt3OE4f%2F%2FnRA8fULhGeI1xFqMgDlyijnkf8zB7fmTCNlG3Q7uDM1gPrxo0ZzLph self-contained introduction is suitable for a first sequence at the beginning graduate or upper undergraduate level. A distinguishing feature of the book is the early introduction of categories, used as a unifying theme. ---- SciTech Book News
More About the Author
Paolo Aluffi was born in Italy, and studied mathematics in Torino under the direction of Alberto Collino, and then at Brown University, obtaining a Ph.D. with a dissertation in algebraic geometry under the supervision of William Fulton. He has held postdoctoral positions at the University of Chicago and Oklahoma State University, and joined the department of mathematics at Florida State University in 1991. He is currently professor of mathematics at FSU. Paolo Aluffi has visited many universities and mathematics institutes for extended periods of time. Among these are the Max-Planck-Institut in Bonn, Germany; Harvard University; the Institut des Mathématiques in Luminy, France; the Mittag-Leffler Institut in Stockholm, Sweden; the Mathematical Sciences Research Institute in Berkeley, California; and the California Institute of Technology.
Beside `Algebra: Chapter 0', he has published more than 40 research papers in algebraic geometry. He has also published a book of mathematics for the `general public' in Italian, `Fare Matematica'.
Most Helpful Customer Reviews
This is a well organized and clearly written book. Professor Aluffi must be an excellent teacher. He guides the reader through the material and shows the beauty of the subject. His use of category theory- particularly universal properties- reveals the underlying unity of seemingly disparate notions.The chapters on Field Theory and Homological Algebra are superb. He always provides useful comments to place topics in context. I hope Professor Aluffi will write more texts.
I should first mention that I, along with about twenty of my fellow first-year mathematics graduate students, scoured this book from beginning to end. We completed nearly every exercise, and discovered a number of errata (there is quite a large list available on the author's website, but this book shines in spite of it all).
I've experienced Fraleigh, Artin, Dummit and Foote, and Aluffi's texts on abstract algebra. While each has it's place, I have to say that Aluffi is my favorite. His writing style is phenomenal (and humorously pretentious at times). This text is not intended to be a reference, but instead read from start to finish, and Aluffi monopolizes this to its full effect. The content is spot on for the intended audience. His exercises cover important, relevant topics to important fields I and my fellow graduate students intend to pursue. These include, but are not limited to: algebraic geometry, commutative algebra, homological algebra, and Lie theory.
This book is the best I have encountered for transitioning from an elementary understanding of abstract algebra to a mature perspective, backed by the might of category theory. That being said, I can see how the book may go more smoothly if one has had some initial exposure to algebra before Aluffi. This text does an excellent job synthesizing my understanding, but the organization could be confusing for a beginner.
My only real disappointment with the book is in the final chapter on homological algebra. By the last two or three sections, the content is almost prohibitively confusing. It could be the case that there are errata that have confused me (indeed, the listed errata on his website sharply fall in this chapter, and I believe it's because most students don't get this far).Read more ›
I attended a course in abstract algebra using Fraleigh's book. Then I sorta just stumbled across this one (which I should add covers a lot more than Fraleigh). With experience from Fraleigh's book (which is good) I can say this one is absolutely brilliant. It is well organized, covers a lot of ground in a (not too) leisurly pace, and the exercises are interesting. The best part about this book, however, is the way it seamlessly and naturally uses and demystifies category theory -- a subject I thought I'd not be able to understand for years -- to unify a great deal of the topic that is undergraduate/graduate algebra.
This is a very good book overall, the author is a great expositor. Most of the book is very elegant in a way that does not sacrifice readability, and he will not hesitate to help parse when it does. My personal opinion is that it is outclassed by Mac Lane and Birkhoff's "Algebra", but I still wouldn't have many qualms about recommending the text to someone with suitable maturity wanting to learn the subject.
My only real quibbling with the book is how its main feature - the integration of category theory - is handled. I certainly agree that its use is beneficial in this context, but I think delaying the introduction of functors until the second-to-last chapter is a weakness if categories are going to come up as much as they do. He tosses them aside early for a more intuitive "working definition" of universals, which is understandable at first as it could easily be a bit much to take in at the time, but I assume that's the same reason adjoints are glossed over the way they are when introduced very shortly after functors. I think it would be helpful to just once when proving something is an adjunction prove the naturality part as well as the bijection part, because not doing so somewhat gives the idea that the naturality condition is simply auxiliary. In general, chapter VIII is a weak point in an otherwise very good book, in many ways it just seems like a preview of the following chapter with less substance than anywhere else in the book.
I'll also add as a very minor complaint: the determinant is poorly motivated upon it's introduction.Read more ›
| 677.169 | 1 |
Precalculus Functions and Graphs: A Graphing Approach
Part of the market-leading Graphing Approach Series by Larson, Hostetler, and Edwards, PRECALCULUS FUNCTIONS AND GRAPHS: A GRAPHING APPROACH, 5e, ...Show synopsisPart of the market-leading Graphing Approach Series by Larson, Hostetler, and Edwards, PRECALCULUS FUNCTIONS AND GRAPHS: A GRAPHING APPROACH, 5e, INTERNATIONAL EDITION is an ideal student and instructor resource for courses that require the use of a graphing calculator. The quality and quantity of the exercises, combined with interesting applications and innovative resources, make teaching easier and help students succeed. Continuing the series' emphasis on student support, the Fifth Edition introduces Prerequisite Skills Review. For selected examples throughout the text, the Prerequisite Skills Review directs students to previous sections in the text to review concepts and skills needed to master the material at hand. In addition, prerequisite skills review exercises in Eduspace are referenced in every exercise set. The Larson team achieves accessibility through careful writing and design, including examples with detailed solutions that begin and end on the same page, which maximizes the readability of the text. Similarly, side-by-side solutions show algebraic, graphical, and numerical representations of the mathematics and support a variety of learning styles.Hide synopsis
Description:Good. Precalculus Functions and Graphs: A Graphing Approach,...Good. Precalculus Functions and Graphs: A Graphing Approach, Enhanced Edition (with Enhanced WebAssign 1-S
| 677.169 | 1 |
17,971
precalculusprecalculusprecalculus
| 10+ other
| 677.169 | 1 |
...
Show More abstract algebra under consideration to secondary mathematics. Provides historical context with "From the Past" sections in each chapter. Features "Worksheets" that outline the framework of a topic in most chapters. A useful reference for mathematics teachers who need to brush up on their abstract algebra skills. An Introduction to Abstract Algebra with Notes to the Future Teacher, 1/E Olympia Nicodemi Melissa A Sutherland Gary W Towsley
Show Less
Rent
from
$58.71
Choose Rental Term.
(Extend or buy any time)
125 days
(due Feb 09)
$77.25
90 days
(due Jan 05)
$71.84
60 days
(due Dec 06)
$67.21
45 days
(due Nov 21)
$61.80
30 days
(due Nov 06)
$58.71
Limited availability at this price.
List Price:
$103.00
Your Savings:$31.16
Total Price:$71.84
Buy
from
$102
| 677.169 | 1 |
What
What is an Engineer?
Engineering is the profession in which knowledge
of the mathematical and natural sciences gained
by study, experience, and practice is applied with
judgement to develop ways to utilize,
economically, the materials and forces of n
Vectors
A real number is a point on the real line R
To describe a point on a plane R2, we use two numbers, e.g., (3,-1)
In fact, this is just an expression of a point using rectangular
coordinate system
3
If we put the coordinates as , we have a vecto
Q1. Find the average rate of change of the
function dened by P () = 3 42 + 5 on
the interval [1, 2].
Ans. Average rate of change (check denition)
is P/ which is
P (2) P (1)
=0 .
21
1
Q2. Find the tangent line to the curve y =
2 x3 at the point (1, 1).
Ans
Chapter 4
nates
Parametric Equations and Polar Coordi-
Denition [200] If x and y are given as functions
x = f (t),
y = g (t)
over an interval I of t-values, (can think of t as the time), then the set of points (x, y ) =
(f (t), g (t) dened by these equati
Chapter 3
Applications of Derivatives
The number in [ ] refers to the page number of our textbook
Theorem 1 - The Extreme Value Theorem [139] If f is continuous on a closed interval
[a, b], then f attains both an absolute maximum value M and an absolute m
Chapter 1
Limits and Continuity
The number in [ ] refers to the page number of our textbook
Eg. 1, 2 [4] An rock falls from a cli and the distance it falls through after t seconds is
given by y = 4.9t2 . The average velocity of the rock for the rst 2 seco
13
Bernoulli Experiment and Its Related Distributions
An experiment is called a Bernoulli experiment if there are only two possible
outcome: success with probability p and failure with probability (1 p) where
0 < p < 1.
We say x is a Bernoulli random vari
Figure 1: St Augustine and Monica by Ary Scheer (1846). Taken from Wikipedia.
4
Some History of Probability*
This section is optional and it aims to introduce some story of probability.
With the advent of Christianity, the concept of random events develop
3
Complex Variables
The imaginary number i is the solution of the equation
x2 + 1 = 0.
This idea of i was introduced to answer the above question. But then it results in
many interesting results, beautiful theory and useful applications.
In general a comp
Eigenvalues and Eigenvectors
For an nn matirx A, if there is a nonzero vector x such that Ax=x
for some scalar , then is an eigenvalue of A, and x is the
eigenvector corresponding to
If we view A as a mapping, Ax=x means that the mapping A acting
on x
Determinants
Recall the 22 matrix inverse equation A 1 =
1 d b
ad bc c a
Is it possible to extend the result to matrix of dimension nn ?
We first look at the concept of determinant
a11 a12
For 22 matrix A =
, its determinant is det(A)=a11a22-a12a21
Matrices
As seen in the previous chapter, a matrix consists of vectors as
columns: A=[a1 a2 an]
For an mn matrix, its structure is
Two matrices are equal iff they have the same size and their
corresponding entries are equal
Sum of two matrices is just
Take This Blog and Shove It!
When utopian ideals crash into human nature sloth triumphs.
In the history of the web, last spring may figure as a tipping point. Thats when
Wikipedia, the free encyclopedia that anyone can edita site that grew from
100,000 ar sheet only.
QB1. Bar AB is hinged to the edge of a circu
(IV) FLUIDS IN MOTION
Fluid motions manifest themselves in many different ways. Some can be described very easily, while
others require a thorough understanding of physical laws. In engineering applications, it is important
to describe the fluid motions a Problem i
Fluid Mechanics Problem diam iceberg.
How true is this statement?
2.
As is schematically shown below, a boat carrying a rock floats on water in a lake. What
happens to the
| 677.169 | 1 |
Better student preparation needed for university maths: UK study
Aug 01, 2012
Moving from sixth form, or college, into higher education (HE) can be a challenge for many students, especially those who start mathematically demanding courses. Life prior to university focuses on achieving maximum examination success to be sure of a place. Faced with this pressure, school and college maths courses pay little attention to preparing students to use maths in other areas of study according to a project funded by the Economic and Social Research Council (ESRC).
A student's ability to apply mathematical reasoning is critical to their success, especially in HE courses like science, technology, engineering and medicine. The study, undertaken by Professor Julian Williams, Dr Pauline Davis, Dr Laura Black, Dr Birgit Pepin of the University of Manchester and Associate Professor Geoffrey Wake from the University of Nottingham, shows that it is important to understand how students can prepare for the 'shock to the system' they face and how they can be given support at school, college and university to help in the transition.
The researchers found that students were not fully aware of the importance of the mathematical content in the courses they had joined at university, and particularly how to apply maths in practice.
Associate Professor Geoffrey Wake states, "Different teaching styles of university lecturers and the need for autonomously-managed learning, where students need to learn some mathematical content of their courses on their own without input from lecturers, also came as a bit of a shock for many students. On the other hand, some of the lecturers had limited knowledge of the exam-driven priorities of A-level maths courses and were not aware of the techniques students had been taught prior to attending their university courses."
The researchers also found significant problems in motivating students to engage with the mathematics within their chosen university coursewhere mathematics was not their main area of study. Generally, schools and colleges were found not to be preparing students for university learning practices, and the level of learning-skills support was variable once students arrived at university.
"Many students felt that they would benefit from student-centred learning and greater opportunity for dialogue with their lecturers," says Associate Professor Wake. "Unfortunately, the efficiencies required of university teaching resulting in lecturing of large numbers of students makes developing such a learning culture unlikely."
The findings led the researchers to consider the implications for the policies and practices of schools, colleges and universities recommending a better two-way flow of information between schools and colleges and universities to address the issues of preparation and expectation.
They concluded that the sixth-form curriculum should provide 'learning to learn' skills and mathematical modelling for students following A-level maths courses.
Related Stories
College students participating in a new study on online courses said they felt less connected and had a smaller sense of classroom community than those who took the same classes in person – but that didnt keep online ...
Engineering students with average grades from upper secondary school can manage difficult courses just as well as students with high grades. At least, if a group of them meet an older student once a week during the first ...
What is the difference between e-learning, online learning and distance learning? University of Missouri researchers have found that even educators can't agree on what different forms of learning environments entail and, ...
Since the 1990s, online courses have provided an opportunity for busy adults to continue their education by completing courses in the comfort of their own homes. However, this may not be the best solution for everyone. A
| 677.169 | 1 |
book containing over 200 problems spanning over 70 specific topic areas covered in a typical Algebra II course. Learners can encounter a selection of application problems featuring astronomy, earth science and space exploration, often with...(View More) more than one example in a specific category. Learners will use mathematics to explore science topics related to a wide variety of NASA science and space exploration endeavors. Each problem or problem set is introduced with a brief paragraph about the underlying science, written in a simplified, non-technical jargon where possible. Problems are often presented as a multi-step or multi-part activities. This book can be found on the Space Math@NASA websiteIn this problem set, learners will analyze an altitude graph of the International Space Station to understand its rate of altitude loss as a result of atmospheric drag and solar activity. Answer key is provided. This is part of Earth Math: A Brief...(View More) Mathematical Guide to Earth Science and Climate Change.(View Less)
In this problem set, learners will analyze a graph of solar irradiance since 1610. Answer key is provided. They will consider average insolation, percent changes and the link between irradiance and climate change. This is part of Earth Math: A Brief...(View More) Mathematical Guide to Earth Science and Climate Change.(View Less)
| 677.169 | 1 |
Key To Algebra offers a unique, proven way to introduce algebra to your students. New concepts are explained in simple language and examples are easy to follow. Word problems relate algebra to familiar situations, helping students understand abstract concepts. Students develop understanding by solving equations and inequalities intuitively before formal solutions are introduced. Students begin their study of algebra in Books 1-4 using only integers. Books 5-7 introduce rational numbers and expressions. Books 8-10 extend coverage to the real number system. This kit contains only Books 1-10. Answers Notes for Books 1-4 Books 5-7 and Books 8-10 are available separately, as well as the Key to Algebra Reproducible Tests.Kelley Wingate's Algebra helps students in grades 5 and up master the skills necessary to succeed in algebra. Aligned to the Common Core State Standards, practice pages will be leveled in order to target each student's individual needs for support. The activities cover skills such as operations with real numbers, variables and equations, factoring, rational expressions, ratios and proportions, graphing, and radicals...
LessPowered by Frooition Pro Shop Search Horizons Pre Algebra Complete Set Click here to view full size. Full Size Image Click to close full size. Item Description Horizons Pre Algebra Complete Set Compare at $84.95 An understanding of the principle elements of algebra is essential to upper-level math and good standardized test scores. Introduce your junior high students to advanced math with this kit's 160 colorful lessons. The colorful student workbook reviews basic math skills before introducing
Make math matter to students in grades 6 and up using Algebra: Daily Skill Builders! This 96-page book features two short, reproducible activities per page and includes enough lessons for an entire school year. It covers topics such as number patterns, word problems, equations, tables, graphs, linear relationships, variables, contextualized problems, properties, order of operations, and exponents. Activities become more challenging as students build upon what they have learned. The book is perfect for review and practice and supports NCTM and Common Core State Standards.Free Delivery Worldwide : Algebra for College Students : Hardback : Pearson Education (US) : 9780136129080 : 0136129080 : 01 Apr 2007 : Algebra for College Students is typically used in a very comprehensive 1-semester Intermediate...
| 677.169 | 1 |
Integrated Arithmetic and Basic Algebra
9780321442550
ISBN:
0321442555
Pub Date: 2007 Publisher: Addison-Wesley
Summary: A combination of a basic mathematics or prealgebra text and an introductory algebra text, this work provides an integrated presentation of the material for these courses in a way that is beneficial to students.
Jordan, Bill E. is the author of Integrated Arithmetic and Basic Algebra, published 2007 under ISBN 9780321442550 and 0321442555. One hundred thirty two Integrated Arithmetic and Basic Algebra textbo...oks are available for sale on ValoreBooks.com, twenty four used from the cheapest price of $2.50, or buy new starting at $58eller Rating:(0)
Ships From:Lynnwood, WAShipping:StandardComments: 0321442555 New Copy with minor shelf wear. This is Student US Edition. May be publisher overstoc... [more] 0321442555 New Copy with minor shelf wear. This is Student US Edition. May be publisher overstock. Same day shipping with free tracking number. Expedited shipping available. A+ Customer Service!
| 677.169 | 1 |
Discrete Mathematics
9780131593183
ISBN:
0131593188
Edition: 7 Pub Date: 2008 Publisher: Prentice Hall
Summary: This textbook provides an accessible introduction to discrete mathematics, using an algorithmic approach that focuses on problem-solving techniques. Each chapter has a special section dedicated to showing students how to attack and solve problems.
Johnsonbaugh, Richard is the author of Discrete Mathematics, published 2008 under ISBN 9780131593183 and 0131593188. Eight hundred fifty nine Discrete Mathematics ...textbooks are available for sale on ValoreBooks.com, one hundred used from the cheapest price of $76.50, or buy new starting at $149.84
| 677.169 | 1 |
ALEX Lesson Plans
Title: Scatter Plotting: A Study in Aviation
Description:
InStandard(s): [MA2013] (8) 27: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. [8-SP3]
Subject: Education and Training (8), or Mathematics (8) Title: Scatter Plotting: A Study in Aviation Description: In
Thinkfinity Lesson Plans
Title: Graph Chart
Description:
This reproducible transparency, from an Illuminations lesson, contains the answers to the similarly named student activity in which students identify the independent and dependent variables, the function, symbolic function rule and rationale for a set of graphs.
Standard(s): [MA2013] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]
Subject: Mathematics Title: Graph Chart Description: This reproducible transparency, from an Illuminations lesson, contains the answers to the similarly named student activity in which students identify the independent and dependent variables, the function, symbolic function rule and rationale for a set of graphs. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Think of a Graph
Description:
This reproducible transparency, from an Illuminations lesson, asks students to sketch a graph in which the side length of a square is graphed on the horizontal axis and the perimeter of the square is graphed on the vertical axis.
Standard(s): [MA2013] ALC (9-12) 12: Create a model of a set of data by estimating the equation of a curve of best fit from tables of values or scatter plots. (Alabama)
Subject: Mathematics Title: Think of a Graph Description: This reproducible transparency, from an Illuminations lesson, asks students to sketch a graph in which the side length of a square is graphed on the horizontal axis and the perimeter of the square is graphed on the vertical axis. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Apple Pie Recording Chart
Description:
This reproducible activity sheet, from an Illuminations lesson, prompts students to use strings and rulers to measure and record the distance around several round objects, as well as the distance across the middle of those objects Apple Pie Recording Chart Description: This reproducible activity sheet, from an Illuminations lesson, prompts students to use strings and rulers to measure and record the distance around several round objects, as well as the distance across the middle of those objects. Thinkfinity Partner: Illuminations Grade Span: 6,7,8
Title: Automobile Mileage: Age vs. Mileage
Description:
In
Standard(s):
Subject: Mathematics Title: Automobile Mileage: Age vs. Mileage Description: In Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Automobile Mileage: Comparing and Contrasting
Description:
In
Standard(s): [MA2013] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]
Subject: Mathematics Title: Automobile Mileage: Comparing and Contrasting Description: In Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Bathtub Water Levels
Description:
In Bathtub Water Levels Description: In Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Exploring Linear Data
Description:
In this lesson, from Illuminations, students model linear data in a variety of settings. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit.
Standard(s): [MA2013] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]
Subject: Mathematics Title: Exploring Linear Data Description: In this lesson, from Illuminations, students model linear data in a variety of settings. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit. Thinkfinity Partner: Illuminations Grade Span: 6,7,8,9,10,11,12
Title: Gallery Walk
Description:
In stands next to their own work and explains one of the graphs.
Standard(s): [MA2013] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]
Subject: Mathematics Title: Gallery Walk Description: In stands next to their own work and explains one of the graphs. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Least Squares Regression
Description:
In
Standard(s): [MA2013] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]
Subject: Mathematics Title: Least Squares Regression Description: In Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: Printing Books
Description:
In Printing Books Description: In Thinkfinity Partner: Illuminations Grade Span: 6,7,8
Title: Taking Its Toll
Description:
In Taking Its Toll Description: In Thinkfinity Partner: Illuminations Grade Span: 6,7,8
Title: Traveling Distances
Description:
In Traveling Distances Description: In Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
Title: How Did I Move?
Description:
In How Did I Move? Description: In Thinkfinity Partner: Illuminations Grade Span: 6,7,8,9,10,11,12
Title: On Fire
Description:
This On Fire Description: This Thinkfinity Partner: Illuminations Grade Span: 6,7,8
ALEX Podcasts
Title: Southern Museum of Flight
Overview:
This podcast showcases how the Southern Museum of Flight can be used as an educational tool aligning the museum artifacts and dioramas to the Alabama Course of Study. Standard(s):
[SS2010] USS6 (6) 7: Identify changes on the American home front during World War II.
Southern Museum of Flight Overview: This podcast showcases how the Southern Museum of Flight can be used as an educational tool aligning the museum artifacts and dioramas to the Alabama Course of Study.
Web Resources
Podcasts
Title: Math in Video Games
Description:
The teams use algebra to save their spaceship in the Asteroids game point). [G-GPE5]
Learning Activities
Title: Bungee Barbie
Description:
This activity guides students through generating data by having Barbie bungee jump and then recording the data. Students use data to generate linear functions.
Standard(s): [MA2013] (8) 27: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. [8-SP3]
Title: Slopes Puzzle
Description:
Students cut apart a grid puzzle and reassemble the grid matching the equations of parallel lines and perpendicular lines. If finished correctly, a new square grid will be formed point). [G-GPE5]
Slopes Puzzle
Students cut apart a grid puzzle and reassemble the grid matching the equations of parallel lines and perpendicular lines. If finished correctly, a new square grid will be formed.
| 677.169 | 1 |
Intro
Basic operations are the building blocks and rules of math. They are like learning the rules of the road in Driver's Ed. You will be expected to know these basics down cold. We'll make sure that you do.
| 677.169 | 1 |
Latest Linear algebra Stories
Graphic Products, the global leader in workplace labeling and signage, has released a YouTube video that dramatizes label durability and adherence to a wide variety of surfaces through changing weather conditions.
Portland, OR (PRWEB) July 23, 2014 In about a minute, the viewer sees how a label applied to an electrical panel withstands snow, summer heat, rain, dirt, grime, and chemicals. All of these threats undermine the integrity of signage and safety in the workplace.
Click here to...Linear Algebra Help is now at Educator.com. This course is in addition to 80+ subjects already available for high school, college, test prep, and professional subjects.
Los Angeles, CA (PRWEB) January 21, 2014 When your equations start to look like variable soup, Professor Raffi Hovasapian at Educator.com is here to help with your Linear Algebra needs.
Educator.com's Linear Algebra course is a useful guide and resource for those enrolled in a class or pursuing a future in...
Sparse microwave imaging is a novel concept in microwave imaging that is intended to deal with the problems of increasing microwave imaging system complexity caused by the requirements of the system applications. Under the support of the 973 program "Study of theory, system and methodology of sparse microwave imaging", Chinese scientists have conducted considerable research into most aspects of sparse microwave imaging, including its fundamental theories, system design, performance evaluation...
Packt recently released its first book on NumPy, titled âœNumPy 1.5 Beginner's Guideâ, written by Ivan Idris. The book comes packed with real world examples enabling readers to perform high performance calculations with efficient NumPy code, execute complex linear algebra and mathematical computations, and analyze large data sets with statistical functions.
Birmingham, UK (PRWEB) December 06, 2011
Packt recently released its first book on NumPy, titledSpace -- The definition of space in physics is contentious. Various concepts used to try to define space have included:
-- the structure defined by the set of "spatial relationships" between objects
-- a manifold defined by a coordinate system where an object can be located.
-- the entity that stops all objects in the universe from touching one another
In classical physics, space is a three-dimensional Euclidean space where any position can be described using three...
| 677.169 | 1 |
An annotated list of books in alphabetical order by author, selected because they are pleasant to read, have valuable math or math education content, are respectful to students, and are accessible to a broad audience. Books may be purchased online through amazon.com.
| 677.169 | 1 |
The curriculum at the United States Naval Academy traditionally has had a strong science and engineering emphasis. For example, all students regardless of their major take chemistry, physics, differential and integral calculus through differential equations, and a variety of engineering courses. The purpose of such a rigorous program in science, mathematics, and engineering is to provide all graduates with an adequate background to pursue any of the advanced technical programs in the Navy or Marine Corps. One of the majors available at the Naval Academy is Oceanography, which focuses on physical oceanography, meteorology and air-sea interaction--areas clearly important for the operational environment that future naval and marine officers will encounter (Smith and Gunderson, 1994). For the past several years the Oceanography and the Mathematics Departments at the U.S. Naval Academy have collaborated and redesigned the sophomore/junior level mathematics core courses. During this process a new mathematics curriculum has been developed that shows a better balance between science and applied mathematics that serves the needs of the students majoring in oceanography more effectively in their preparation for advanced courses, and in their future endeavors as naval officers.
| 677.169 | 1 |
Adapting to Mathematica 6 is akin to making an arranged marriage work.The reward is hard but the potential is great! Carpenter and Ford are leading the Calculus&Mathematica team into its new marriage with Mathematica 6. They will share some of their experiences and give tips on how to make the marriage work.
| 677.169 | 1 |
Contemporary Linear Algebra ...show less
7.1 Basis and Dimension. 7.2 Properties of Bases. 7.3 The Fundamental Spaces of a Matrix. 7.4 The Dimension Theorem and Its Implications. 7.5 The Rank Theorem and Its Implications. 7.6 The Pivot Theorem and Its Implications. 7.7 The Projection Theorem and Its Implications. 7.8 Best Approximation and Least Squares. 7.9 Orthonormal Bases and the Gram-Schmidt Process. 7.10 QR-Decomposition; Householder Transformations. 7.11 Coordinates with Respects to a Basis
| 677.169 | 1 |
Gathering Circles: An Experience in Creativity and Variety Koji Nakagomi Materials and methods that maintain students' interest and encourage them to think creatively, develop mathematical reasoning, and look at problems from different perspectives, all within an open-ended approach to problem solving. Questions for discussion are included.
The Evolving Role of Women in Mathematics Marilyn Simon This article traces the historical exclusion of women from mathematics and science, cites attempts to support their involvement, assesses their current status, and highlights some programs which encourage young women to enter the profession.
Cubic Polynomials Alan Lipp A classification of factorable cubics and how the associated factor graphs determine domains of disconnected branches and furnish a skeletal framework for the number and shape of the branches. A second perspective is provided by looking at three dimensional visualization and examining level curves and spikes of the surfaces.
The National Council of Teachers of Mathematics is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research.
| 677.169 | 1 |
Shipping prices may be approximate. Please verify cost before checkout.
About the book:
The majority of students who take courses in number theory are mathematics majors who will not become number theorists. Many of them will, however, teach mathematics at the high school or junior college level, and this book is intended for those students learning to teach, In addition to a careful presentation of the standard material usually taught in a first course in elementary number theory, this book includes a chapter on quadratic fields which the author has designed to make students think about some of the "obvious" concepts they have taken for granted earlier. The book also includes a large number of exercises, many of which are nonstandard.
Hardcover, ISBN 0841010145 Publisher: Markham Pub. Co, 197041010145 Publisher: Markham Pub Co, Chicago, 1970 Used - Very Good. A very good copy of the hard cover edition in a like (not price-clipped) dust-jacket. Previous owner's name and date modestly in ink atop the front free endpaper, else the text is wholly unmarked, pristine, and the binding and jacket are bright and fresh in appearance, with a couple of miniscule chips missing along the base of the jacket. A sharp copy.; includes dustjacket
Hardcover, ISBN 0841010145 Publisher: Markham Pub. Co, 1970 Used - Acceptable, Usually ships within 1 - 2 business days, Visibly worn from excessive use but readable copy. May be an ex-library copy and may not include CD and/or Accessories.
Hardcover, ISBN 0841010145 Publisher: Markham Pub. Co, 197041010145 Publisher: Markham Pub. Co, 1970 Used - Good, Usually ships within 1 - 2 business days, This Book is in Good Condition. Clean Copy With Light Amount of Wear. 100% Guaranteed.
Hardcover, ISBN 0841010145 Publisher: Markham Pub. Co, 1970
| 677.169 | 1 |
Algebra 2 Student Text (2nd ed.) focuses on developing thinking and reasoning skills through the discussions of algebra concepts such as quadratic equations, polynomials, complex numbers, and trigonometry. Relevant applications and examples are presented in the feature sections "Algebra and Scripture" and "Algebra Around the World." Reference tables and a glossary of algebra terms are included in the back of the book.
Product:
Algebra 2 G. 11 Student Activities (Copyright Update)
Vendor:
BJU Press
Binding Type:
Paperback
Media Type:
Book
Minimum Grade:
11th Grade
Maximum Grade:
11th Grade
Weight:
2.06 pounds
Length:
11 inches
Width:
8.5 inches
Height:
0.5 inches
Vendor Part Number:
127233
Subject:
Algebra, Calculus & Trig, Math
Curriculum Name:
BJU Press
Learning Style:
Auditory, Visual
Teaching Method:
Traditional
There are currently no reviews for Algebra 2 G. 11 Student Activities (Copyright Update).
| 677.169 | 1 |
Are the images of science held by learners the same across cultures? What are the implications for science education? This book explores the nature of science from a cultural perspective. Located in the Chinese cultural context, the book examines the nexus between characteristics of Chinese thinking and the understanding of the nature of science in... more...
The picture on the front of this book is an illustration for Totakahini: The tale of the parrot, by Rabindranath Tagore, in which he satirized education as a magnificent golden cage. Opening the cage addresses mathematics education as a complex socio-political phenomenon, exploring the vast terrain that spans critique and politics. Opening the cage... more...
This book grew out of a public lecture series, Alternative forms of knowledge construction in mathematics, conceived and organized by the first editor, and held annually at Portland State University from 2006. Starting from the position that mathematics is a human construction, implying that it cannot be separated from its historical, cultural, social,... more...
A mathematical gem–freshly cleaned and polished This book is intended to be used as the text for a first course in combinatorics. the text has been shaped by two goals, namely, to make complex mathematics accessible to students with a wide range of abilities, interests, and motivations; and to create a pedagogical tool, useful to the broad spectrum... more...
This volume provides information on theory and algorithms for the traveling salesman problem (TSP). The book covers all important areas of study on TSP, including polyhedral theory for symmetric and asymmetric TSP, and branch and bound, and branch and cut algorithms.
| 677.169 | 1 |
Linear algebra is a fundamental area of mathematics, and is arguably the most powerful mathematical tool ever developed. It is a core topic of study within fields as diverse as: business, economics, engineering, physics, computer science, ecology, sociology, demography and genetics. For an example of linear algebra at work, one needs to look no further... more...
Trains pull into a railroad station and must wait for each other before leaving again in order to let passengers change trains. How do mathematicians then calculate a railroad timetable that accurately reflects their comings and goings? One approach is to use max-plus algebra, a framework used to model Discrete Event Systems, which are well suited... more...
A significantly revised and improved introduction to a critical aspect of scientific computation Matrix computations lie at the heart of most scientific computational tasks. For any scientist or engineer doing large-scale simulations, an understanding of the topic is essential. Fundamentals of Matrix Computations, Second Edition explains matrix computations... more...
This volume provides a selection of previously published papers and manuscripts of Uno Kaljulaid, an eminent Estonian algebraist of the last century. The central part of the book is the English translation of Kaljulaid's 1979 Candidate thesis, which originally was typewritten in Russian and manufactured in not so many copies. The thesis is devoted... more...
With emphasis on positive semigroups on Banach lattices and perturbation techniques, this book is an introduction to semigroup theory. It presents a survey of the results and also provides worked examples to help absorb the theoretical material. It then deals with the application of the developed theory to a variety of problems. more...
A comprehensive reference on combinatorial classification algorithms, with emphasis on both the general theory and application to central families of combinatorial objects, in particular, codes and designs. The accompanying DVD provides a catalogue of combinatorial objects with small parameters. more...
A comprehensive, must-have handbook of matrix methods with a unique emphasis on statistical applications This timely book, A Matrix Handbook for Statisticians, provides a comprehensive, encyclopedic treatment of matrices as they relate to both statistical concepts and methodologies. Written by an experienced authority on matrices and statistical theory,... more...
| 677.169 | 1 |
The heart of the book is a lengthy introduction to the representation theory of finite dimensional algebras, in which the techniques of quivers with relations and almost split sequences are discussed in some detail.
This unique book is devoted to the detailed study of the recently discovered commutative C*-algebras of Toeplitz operators on the Bergman space over the unit disk. Surprisingly, the key point to understanding their structure and classifying them lies in the hyperbolic geometry of the unit disk. The book develops a number of important problems whose successful solution was made possible and is based on the specific features of the Toeplitz operators... more...
The subject of this book is the action of permutation groups on sets associated with combinatorial structures. Each chapter deals with a particular structure: groups, geometries, designs, graphs and maps respectively. A unifying theme for the first four chapters is the construction of finite simple groups. In the fifth chapter, a theory of maps on orientable surfaces is developed within a combinatorial framework. This simplifies and extends the... more...
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 problem-solving tools such asStraightforward, concise reviews of every topicPractice problems in every... more...
This book takes a theoretical perspective on the study of school algebra, in which both semiotics and history occur. The Methodological design allows for the interpretation of specific phenomena and the inclusion of evidence not addressed in more general treatments. The book gives priority to "meaning in use" over "formal meaning". These approaches and others of similar nature lead to a focus on competence rather than a user's activity with... more...
This text gives a basic introduction, and a unified approach, to algebra and geometry. Alan Beardon covers the ideas of complex numbers, scalar and vector products, determinants, linear algebra, group theory, permutation groups, symmetry groups, and various aspects of geometry including groups of isometries, rotations, and spherical geometry. The emphasis is on the interaction among these topics. The text is divided into short sections, with exercises... more...
The book describes methods for working with elements, subgroups, and quotient groups of a finitely presented group. The author emphasizes the connection with fundamental algorithms from theoretical computer science, particularly the theory of automata and formal languages, from computational number theory, and from computational commutative algebra. The LLL lattice reduction algorithm and various algorithms for Hermite and Smith normal forms are used... more...
This book provides an introduction to quadratic forms, building from basics to the most recent results. Professor Kitaoka is well known for his work in this area, and in this book he covers many aspects of the subject, including lattice theory, Siegel's formula, and some results involving tensor products of positive definite quadratic forms. The reader should have a knowledge of algebraic number fields, making this book ideal for graduate students and... more...
Some of the most beautiful mathematical objects found in the last forty years are the sporadic simple groups. However, gaining familiarity with these groups presents problems for two reasons. First, they were discovered in many different ways, so to understand their constructions in depth one needs to study lots of different techniques. Second, since each of them is in a sense recording some exceptional symmetry in spaces of certain dimensions, they
| 677.169 | 1 |
This ebook is available for the following devices:
iPad
Windows
Mac
Sony Reader
Cool-er Reader
Nook
Kobo Reader
iRiver Story
more
Unlike most engineering maths texts, this book does not assume a firm grasp of GCSE maths, and unlike low-level general maths texts, the content is tailored specifically to the needs of engineers. The result is a unique book written for engineering students that takes a starting point below GCSE level. Basic Engineering Mathematics is therefore ideal for students of a wide range of abilities, especially for those who find the theoretical side of mathematics difficult.
Now in its fifth edition, Basic Engineering Mathematics is an established textbook, with the previous edition selling nearly 7500 copies. All students that require a fundamental knowledge of mathematics for engineering will find this book essential reading. The content has been designed primarily to meet the needs of students studying Level 2 courses, including GCSE Engineering, the Diploma, and the BTEC First specifications. Level 3 students will also find this text to be a useful resource for getting to grips with essential mathematics concepts, because the compulsory topics in BTEC National and A Level Engineering courses are also addressed. less
| 677.169 | 1 |
Numerical Analysis
Numerical analysis is the study of the methods used to solve problems involving continuous variables. It is a highly applied branch of mathematics and computer science, wherein abstract ideas and theories become the quantities describing things we can actually touch and see. The real number line is an abstraction where many interesting and useful ideas live, but to actually realize these ideas, we are forced to employ approximations of the real numbers. For example, consider marking a ruler at \sqrt{2}. We know that \sqrt{2} \approx 1.4142, but if we put the mark there, we know we are in error for there is an infinite sequence of nonzero digits following the 2. Even more: a number doesn't have any width, yet any mark we make would have a width, and in that width lives an infinite number of real numbers. You may ask yourself: isn't it sufficient to represent \sqrt{2} with 1.414? This is the kind of question that this course will explore. We have been trying to answer such questions for over 2,000 years (it is said that people have given their lives for the idea of \sqrt{2}, and they certainly wouldn't think 1.414 sufficient). Modern computers can perform billions of arithmetic operations per second and trying to predict the path of a tropical storm can require many trillions of operations. How do we carry out such simulations and how do our approximations affect the result? The answer to the first question is certainly colored by the second!
Numerical analysis is a broad and growing discipline with many open questions. This course is designed to be a first look at the discipline. Over the course of this semester, we will survey some of the basic problems and methods needed to simulate the solutions of ordinary differential equations. We will build the methods ourselves, starting with computer arithmetic, so that you will understand all of the pieces and how they fit together in state of the art algorithms. Along the way, we will write programs to solve equations, plot curves, integrate functions, and solve initial value problems. At the end of some chapters we will suggest – in a section called "Of Things Not Covered" – some topics that would have been included if we had more time or other avenues to explore if you are interested in the topics presented in the unit.
Numerical Analysis is the field of mathematics that applies numerical approximations in order to solve mathematical problems of continuous variables.In most cases, numerical analysis does not have the goal of finding exact answers to complex problems, as most mathematical problems cannot be solved through the application of a finite number of elementary mathematical operations.Rather, numerical analysis focuses on the development and study of algorithms that will quickly obtain approximate solutions.By analyzing these algorithms, we can evaluate their errors and stability and in turn decide when it is safe to use a particular numerical algorithm.
The first known application of the methods of numerical analysis appears on Babylonian tablet YBC 7289, which is roughly dated between 1700-2000 BC.(Evidence suggests that the writer was a mathematics student.)The tablet features an incised square whose sides have a length of 0.5 units and a diagonal line that connects opposite corners of the square.The diagonal line is labeled 0:42 25 35 (in sexagesimal notation), which tells us that the Babylonians thought that the square root of 2 is 1.41421296 (in decimal notation).(The actual square root of 2 is 1.41421356… to 9 decimal places.)The Babylonian value is in error by roughly 7 parts in 100,000—an accuracy that could not have been obtained by direct measurement.As the square root of 2 is an irrational number, it cannot be directly calculated.Although not known for sure, it is likely that the value for the square root of two was originally calculated by Heron's method, a simple version of the Newton-Raphson method for finding successively better approximations to the roots of a function.
This course will focus on the applications of the methods of numerical analysis.We will cover enough of the mathematical background to allow you to intelligently discuss the convergence, error, and stability properties of numerical analysis algorithms, but will place emphasis on solving certain classes of problems that often arise in scientific or engineering contexts.These include approximating functions, finding roots of polynomial and other nonlinear functions, solving systems of linear equations, finding eigenvalues and eigenfunctions, optimizing constrained multi-dimensional functions, evaluating integrals, and solving ordinary and partial differential equations.
The prerequisites for taking MA213 are MA211 (Linear Algebra), MA221 (Differential Equations), and either MA302/CS101 (Introduction to Computer Science) or a solid background in JAVA programming.While not necessary, treating MA222 (Partial Differential Equations) as a co-requisite is advised.Many problems and methods will be presented and used within an open-source Java-based computing environment.
Requirements for Completion: Viewing videos, reading and working through pages and exercises, and writing 5 programs in Octave.
Time Commitment: This course should take about 129 hours to complete.
Tips/Suggestions: As with other math courses, the only way to gain competency is to do problems. Here the problems consist of some computations, some theoretical arguments, and some computer programming. Most of the readings will require 2 or three times through, often with pen and paper to help you convince yourself of understanding.
We see how real numbers are represented in computers for scientific computation. We cannot represent all real numbers, so we must choose which finite subset of the real numbers we will use. Most modern scientific computing uses a set of floating point numbers. The properties of floating point numbers affect arithmetic; in fact, we do not even expect the computer to add two numbers correctly. We will follow these errors through simple computations and learn some basic rules and techniques for tracking errors. Finally, we will write a simple program that pays careful attention to these considerations.
Instructions: Click on the link above, then select the appropriate link to download a pdf of the reading. The "Comparing Numbers" reading is here to get you thinking about how we measure errors in computation. Our primary tool is the absolute difference relative to the true answer, or the relative error. When is the relative error equal to the absolute error? The Floating Point Representation Theorem and the Fundamental Axiom of Floating Point Arithmetic are the two basic rules we will use to estimate rounding errors.
This resource should take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.
Instructions: Click on the link above, then watch the video lectures in the chapter listed above. In this case there are 4 lectures that have been split into 8 videos. These lectures will be useful for all of units 1.1 and 1.2.
This resource should take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.
Instructions: Click on the link above, then select the appropriate link to download a pdf of the reading. This is a plot of a 1-byte (8 bits) floating point system. The floats are too close to each other on the top plot, so the subsequent plots are zoom-ins. We want to relate the machine epsilon from the previous reading to points on this plot. On the plot(s) identify the floating point range, and the machine epsilon.
This resource should take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Instructions:. Click on the link above, then select the appropriate link to download a pdf of the reading. Pretend you are a (base-10) computer and add and multiply some 4-decimal digit numbers. Prove the Fundamental Axiom of Floating Point Arithmetic using the additional hypothesis that "an arithmetic operation on two such floating point numbers returns the floating point number closest to the true value". This reading exhibits both a forward rounding error analysis and a backward rounding error analysis. Make sure you clearly understand the distinction. For the vast majority of computations a forward error analysis does not provide useful error bounds (they are too pessimistic). Do a forward error analysis for the product of two real numbers; you should be able to mimic the forward analysis for a+b that is in the reading. We will use this reading for the next section In the "Error Analysis" reading we show that if a, b and a+b are real numbers in the floating point range, then fl(a+b) is the exact sum of two numbers relatively close to a and b. Do the same for fl(ab). At this point you have seen that (i) while an addition (or subtraction) may be computed with large relative error, (ii) it is also the exact sum of two numbers very close to a and b. Thus (ii) does not guarantee a small error. You have shown that multiplication (which doesn't over/underflow) will always be computed with small relative error. We perform error analysis both to gain insight into a method (where are its weak points?) and to predict how good our computed solution is. This reading shows how the relationship between backward error analysis and problem conditioning can give us an error estimate Rounding errors occur for nearly every arithmetic operation, but sometimes circumstances converge to set us up for a particularly bad result: cancellation. You have seen cancellation in simple examples and in your forward error analysis. Show that there is a risk of cancellation any time we additively compute a result that is small compared to its addends Write a program in Octave that computes the roots of ax^2+bx+c given the real numbers a, b and c. Make sure that your program does not divide by 0, that it does not suffer from cancellation (except possibly in b^2-4ac), and all input variables (a,b,c) and all output variables (r1, r2 maybe others?) are described carefully. There is a good tutorial on Octave at Since you already have some experience programming, Octave should be relatively easy to learn (it was born as a Matlab clone, and is very much like fortran90. Matlab tutorials are plentiful on the web, you might find them useful as well). As with learning most new languages, the learning curve is steep with gross syntax; but never fear, Octave is quite simple.
This resource should take approximately 10 hours to complete (including the Octave download/install process).
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Instructions: Click on the link above, and download the reading using the "Download Links" menu in the upper right corner. Scan the paper so that you know what is covered. This paper is a very good resource for the IEEE 754 standard. You will want to have it as a reference as you work through the material in this course.
This resource should take approximately 4 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above 40 minutes to complete.
Unit 2: Polynomials and Polynomial Interpolation
Some say that 75% of applied mathematics is polynomials (the other 75% being linear algebra!). We will therefore use this unit to review some things you already know about polynomials and (hopefully) introduce some new ideas as well. Here, we are primarily interested in using polynomials to approximate unknown functions, more complicated functions, or just sets of points. Finally, we will write a program to find a cubic polynomial that passes through two points with predefined slopes.
Instructions: Click on the link above, then select the appropriate link to download a pdf of the reading. Carefully read the pdf's. Refer to your linear algebra material, if needed, and determine the dimension of the vector space P_n of all polynomials of degree n or less. Write down two distinct bases for P_n. Why do you think Horner's method is also called synthetic division? The last two readings refer to the Weierstrauss Approximation Theorem. In your own words, describe what the theorem implies about the ability of polynomials to approximate continuous functions. What do you think (i) lots of wiggles, (ii) a sharp corner, and/or (iii) a large interval of approximation, means to the degree of an approximating polynomial? Notice that the definition for the inner product of two polynomials depends on an interval and a weight function. Therefore there are many popular types of polynomial inner product, and we will choose an appropriate inner product depending on our application. An inner product in a vector space defines a natural notion of length and angle. Find a Calculus III formula that relates an inner product, vector lengths, and an angle. How would you define the angle between two polynomials? We skipped some algebra when finding the best polynomial approximation to a function f; fill in the gaps As you see, the Fundamental Theorem of Algebra (FTA) is an existence theorem. It does not tell us how to factor a polynomial. We will discuss methods for factoring polynomials later. The FTA does give us yet another way to represent a polynomial; describe how it allows us to represent a polynomial of degree n having real coefficients using n+1 real numbers (some possibly repeated). Find a formula for the derivative of a polynomial p(x) in terms of its roots (hint: use the product rule). each reading. In many ways the Taylor Polynomial is the central tool of mathematical physics, and hence applied mathematics, and engineering. Find a calculus or physics text or website that introduces the differential equation modeling the simple pendulum. It is fundamentally different than spring (or simple harmonic) motion. We cannot solve the differential equation for the pendulum (the solution is impossible to write even as an integral of functions we know). Show how the small angle approximation for the pendulum is a Taylor polynomial approximation. You should memorize the formula for the Taylor polynomial P(x) of degree n about x_0 for an arbitrary function f(x), including the error term. Show that P^{(k)}(x_0) = f^{(k)}(x_0) for k=0,1,…,n. Does this property define P Yes, we have yet another way to represent a polynomial. Show that if the nodes are distinct, then there is exactly one polynomial of degree <= n passing through n+1 knots (hint: we know that there is at least one: the Lagrange interpolator P. Assume there is another, say Q. Think about the zeros if (P-Q)(x)…) This existence and uniqueness means n+1 knots with distinct nodes represents a polynomial: the Lagrange interpolator. The Vandermonde matrix is usually a hard matrix to work with, so the Lagrange (and other) pictures are applied more often. But there is one place where the Vandermonde picture rules: If the nodes are roots of unity (a set of n+1 points, including 1, which are equally spaced around the circle of radius 1 in the complex plane), then the Vandermonde picture is a discrete Fourier transform (DFT); we mention this because you may have heard of the FFT (one of the most important algorithms ever discovered). The FFT is simply a fast way to solve this special Vandermonde system Hermite interpolator really shines when we know not only the knots, but also the slopes of the curve at each knot (for example, when solving an initial value problem). What degree Hermite interpolator is required if there are two nodes? Go ahead and work out the formula for the Hermite interpolator for (x_0,y_0), (x_0,y'_0), (x_1,y_1) and (x_1,y'_1). This little polynomial is a real workhorse in computer aided design and manufacturing and differential equations! It may be that we include this section for aesthetic (or theoretical) reasons. Well, communicating an aesthetic is an important component of a mathematics course and we don't want you underserved! Explain how the Taylor polynomial, the Lagrange polynomial, and the Hermite polynomial are all special cases of the osculating polynomial (precisely what are the interpolation conditions for each?). several generally agreed upon principles of good code. How you balance these is up to you, but they are all worth considering when writing any program the 2-node Hermite interpolator in both the Lagrange and Vandermonde picture. Write a program in Octave to compute either form of the Hermite cubic h(x) (you choose). Input will be the nodes, x_0 and x_1, the function values y_0 and y_1, and the slopes y'_0 and y'_1, and output will be either the coefficients of h in the standard ordered basis (Vandermonde picture), or the polynomials H_{10}, H_{11}, hat{H)_{10} and hat{H}_{11} in standard form. Use your program to plot h, and by all means: play with your program! What shapes can it make? Can you break it? What shapes are sensitive to small changes, etc.
This resource should take approximately 4 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Instructions: Click on the link above, then select the appropriate links to download the PDFs of the reading. A drawback of working with polynomials is that they naturally oscillate, especially for high degree (a polynomial of degree n has n-1 critical points). Furthermore, polynomials cannot form true corners, and require very high degree to approximate a corner well. Polynomial spline functions are simply piecewise polynomial functions. Polynomials can be pieced together smoothly or to form corners.
On the other hand, one might ask if interpolation is always the best approach to representing data. For example, if one suspects that there may be errors in the knot values, then a useful alternative to interpolation is least squares approximation 30 minutes to complete.
Unit 3: Nonlinear Equations of a Single Real Variable
From the very first algebra course you took, you have been asked to "find x" for many different problems. You will now learn how to pass that task on to the computer! You might not be surprised to know that there are slow-and-sure methods as well as fast-and-risky methods. We will develop tools that allow us to measure just how fast a given method converges to an answer. Some methods are best only in specialized situations, and some work well generally or in combination with others. Finally, we will write programs to compare both the safest and fastest of our methods.
Instructions: Click on the link above, then select the appropriate link to download a pdf of the reading. Although it may not be clear yet, the method of bisection has some exceptional properties. The fact that it can give us an upper bound on the error at each iteration is one such property. The price we pay is a relatively slow speed of convergence and the need to begin with a root bracketing interval. There is not much to analyze in this method, our fundamental computation is to compute the sign of f(p) correctly, where p=(a+b)/2. Now it turns out that it is better to compute p as p=a+(b-a)/2. Why? here is a classic and very simple use of the idea of linearization. At each step we replace f(x) with the line tangent to f at (x_p, f(x_p)). The new iterate x_{p+1} is simply the root of that tangent line. This method can be very fast, but is can also fail. Can you think of two ways it can fail The secant method is a Newton-like method that is general purpose. It is arguably faster than Newton's method, but like Newton's method, can fail is a lot in this section. The idea of linearization we now associate with a Taylor polynomial. The definition of order of convergence is worth putting to memory, and it is as easy as "the new error is approximately a constant times the old error raised to the alpha". If we have superlinear convergence, then we also have a useful (but not guaranteed) error estimate. In light of this, you should think about how you could determine when to stop a Newton or secant iteration. If someone said that Newton's method was faster than the secant method, would you agree? How would you argue your point There are other hybrid methods for the root finding problem. The reading presents a simple example. Construct a list of what properties your ideal method would have. Does bisection combined with secant possess all of your properties? Where (if at all) does this method fall short, off to write your programs! Please be careful about division by "something too close to zero", but keep in mind the numerator may also be small… Does your output look correct? Does your stopping criterion match what is documented? Are your programs carefully documented Maybe you have already thought of alternatives to Newton's or the secant method. There are alternatives. When higher higher order derivatives are available, or when we know that a function is smooth enough, we can use polynomials of higher order (like Mueller's method). We can also use quadratic interpolation with the roles of x and y reversed; this is called inverse quadratic interpolation… There are many methods, even for problems with only one unknown variable; imagine what's waiting to be invented for f(x_1,x_2,…,x_n)=0? Even for a polynomial function of 1 variable, finite precision arithmetic can make for challenging computational problems; the example in the reading is an ill posed polynomial root finding problem.
This resource should take approximately 1 hour 4: Differentiation and Integrations of Functions
Before we talk about differential equations, we should expect some calculus. In this unit, we will address one of the most fundamental challenges of floating point arithmetic: finding the slope of a tangent line. You will see that numerical differentiation is actually harder than numerical integration! That said, numerical integration is especially interesting for all of the new ideas that we can explore. We will also create an algorithm (and write a program) that adapts itself to different integration problems.
Instructions: Click on the link above, then select the appropriate link to download a pdf of the reading. Carefully read the pdf. We will play this game again and again: If we approximate a function f by an interpolating polynomial P, then D(f) is approximately D(P). Here D is the derivative operator, and the formulas are called finite difference formulas. Every different interpolating polynomial gives a different finite difference formula for the slope of f at a point. The formulas here are given by uniformly spaced nodes, but you can make up your own formulas for any set of (pairwise distinct) nodes As easy as it was for us to find finite difference formulas, they depend on h being small. In finite precision arithmetic there is a limit to how small h can be. Are you clear about how truncation error and rounding error conspire to compromise your derivative estimate? Explain why higher order formulas ameliorate this problem Again, if P approximates f, then I(P) is approximately I(f), right? Well this time the answer is… yes! Integrating a Lagrange interpolating polynomial for f, can give a very good approximation for the integral of f, even in the face of rounding errors. What degree polynomial do we need if f oscillates m times over [a,b] composite rule rules. The property that the integral from a to b can be split into the sum of the integrals from a to c and c to b is fundamentally what make quadrature a nice problem. The challenge now is to compute I(f) quickly. In many situations, we have values of f already computed on a uniform grid (x_{i+1}-x_i = h, for all i). Composite Simpson's rule is a very popular choice among methods which require uniform spacing of nodes; can you argue why If we do have the freedom to evaluate f at arbitrary points in [a,b], then maybe a uniform grid is not optimum. There may be regions where f varies little, while on other regions f oscillates a lot. How does the adaptive quadrature idea deal with such a function? Why do we require the error to be halved when we branch to a lower level? Do you think our (wish) is more or less likely to be true as we branch to lower levels? Could we create an adaptive method without an error estimate are two families of integration techniques that we have omitted. One, Gaussian quadrature, requires that we can evaluate f at arbitrary points in [a,b], but achieves double the accuracy of the uniformly spaced Newton-Cotes methods. The other type of method is philosophically opposite to adaptive or Gaussian quadrature: evaluate f at random points (not uniform, not optimal, not smart: random). As you might guess, this type of method cannot compete with those we have discussed… unless we are integrating a function of many variables over a high dimensional region. These Monte-Carlo methods are methods of last resort, and as such are very important indeed! Write a recursive adaptive quadrature program that meets the specifications required on the assignment.
This resource should take approximately 4 hours 5: Differential Equations
The subject addressed in this unit is where we have been headed from the start of this course. We now have the tools we need to understand and construct methods to solve ordinary differential equations. We will begin by carefully defining our problem, if and when it has a solution, and how we mean to approximate that solution. Some methods will have memory; some will not. Some can adapt to the problem; some cannot. Some problems are particularly troublesome to some methods. We will develop many methods, and the art of the numerical analyst is to match a given problem to an appropriate method. Finally, we will implement an adaptive hybrid method and test it on a challenging problem.
Instructions: Click on the link above, then select the appropriate link to download a pdf of the reading. Carefully read first three paragraphs of the pdf. If it helps, I think of an initial value problem as analogous to tracking the path of a leaf floating in a stream on a windless day. The current of the stream is our slope field, f(t,y). Can you think of other analogies talked about the conditioning of a problem. In fact, the idea of conditioning is pre-dated by this idea of 'wellposed-ness'. A problem is either well-posed or ill-posed. The conditioning of a problem is a finer measure of its difficulty. Here is the connection: A problem is ill-posed if it is infinitely ill-conditioned. Justify that statement. Then explain why the existence of a bounded partial derivative of f with respect to y is sufficient for a continuous (IVP) to be well-posed pdf's of the reading. What we are working on here is a first order IVP. Explain why the ability to solve first order systems of IVP's essentially gives the ability to solve arbitrarily high order IVP's (or systems thereof). Remind yourself that what when we are developing methods for first order IVP's, we are developing something much more general the pdf's of the reading. Carefully study paragraphs 4 and 5 of the pdf, including the pseudocode. The second reading should help you get a visual understanding. Euler's method, while not used except by people who don't know any better (or don't need to worry about execution time or accuracy), is an excellent method to study. Why? It is as simple as one can get. Every time stepping method is a descendant of Euler's method Finally read the remainder of the pdf. Pay careful attention to the error bound. Unfortunately, the error in Euler's method could grow exponentially in time (notice the e^{t_i-a} term in the formula). In addition, when we include rounding errors, we see that this problem cannot be completely solved by making h small. Find an optimal h for a given IVP assuming you know a Lipschitz constant L and an upper bound M for |f''| on [a,b]. While I hope you are successful, note that we typically do not know L or M… A rule of thumb for Euler's method is we should not take h smaller than sqrt{(machine epsilon)}, but taking h that small will typically require a very many time steps pfd. A natural approach to addressing the drawbacks of Euler's method would be to construct a more accurate alternative. We will measure accuracy here by local truncation error. Find the local truncation error for Euler's method. Our first higher order method is the Taylor method of order 2. The Taylor method of order n is not any more difficult to understand. Explain why the Taylor methods of order n > 1 are not general purpose. As an exercise, please find a formula for d^3/dt^3 f(t,y) in terms of partial derivatives of f So the Runge-Kutta (RK) methods that give us higher order methods without the need for derivatives of f. This makes these methods tremendously important. How would you describe the RK method with respect to the average derivative of f over the interval [t_i, t_i + h] Here we describe the RK methods as sampling f in the interval [t_i, t_i + h] in order to approximate the average value of y' over that interval. This subject is too rich to explore very deeply in this course, but notice that as the local truncation error becomes higher order, the number of function evaluations increases greater than linearly We saw with the adaptive quadrature method that an error estimate provided the opportunity to adapt. In the quadrature method, the adaptation was the subdivision of an interval of integration; here the adaptation will be our step size, h. The idea is very general, and this is an active area of research. We estimate y(t+h) using two different methods, and a truncation error analysis provides a new suggested step size. This reading provided the details for a famous method that combines a RK method of order 4 and one of order 5. You do the analysis for two methods of order 2 and 3 first 3 paragraphs of the pdf. The multistep methods have a memory. This is what can give them high order lte with fewer function evaluations. But for the first m-1 steps, the history is incomplete. In this sense, the RK methods are prior to, or more fundamental that the multistep methods. The notation here may be confusing, so compute a few steps of the explicit method of order 2 (Adams-Bashforth 2-step) for the IVP y'(t)=t+2y, y(0)=2, using h=0.1. What order RK method should be used to generate w_1 Read the remainder of the pdf carefully. The implicit multistep methods are not explicitly solved for w_{i+1} (it appears on both sides of the equation and as an argument to f). This is part of the reason we investigated solving equations early in this course. We could use a few iterations of the Newton or secant method to approximate w_{i+1} (possibly using w_i as an initial guess). Conceptually this is not a problem, but it requires costly function evaluations. Compute a few steps of the implicit method of order 2 (Adams-Moulton 2-step) for the IVP y'(t)=t+2y, y(0)=2, using h=0.1. Use 2 secant iterations to compute w_2, using w_1 and your w_2 from the previous unit In the last unit we met a fundamental difficulty associated with implicit methods: the need to solve an equation at each time step. We will see later that implicit methods are so important that we should not dismiss them simply because of this complication. One rather elegant approach is to use an explicit method to predict w_{i+1}, and then to correct the prediction by substituting w_{i+1} in the right hand side by that prediction. Naturally enough, this is called a predictor-corrector method, and since we are using two distinct methods to arrive at w_{i+1}, we can implement a step size correction if we like. Compute a few steps of a predictor-corrector method using an Adams-Bashforth 2-step and an Adams-Moulton 2-step for the IVP y'(t)=t+2y, y(0)=2, using (a constant) h=0.1. Discuss the difficulties of changing step size for a multistep method seen that adaptive step sizes can lead to much greater efficiencies than uniform steps. Stiff differential equations can easily fool some methods, forcing them to take small step sizes when there is little or no variation in the solution.
This resource should take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Instructions: Click on the link above and read the article. All things being equal, we would like to use stable methods; but of course, we would also like to use the fastest most general methods. Regions of stability give us a necessary condition for bounding a time step. Methods with large stability regions are especially important in the case of stiff systems. Methods with large stability regions are usually implicit methods.
This resource should take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Instructions: Carefully answer the four questions below. The first three are entirely computational, and while it may be tedious, it will be good for you to do them by hand. If you keep 7 or more significant (decimal) digits throughout your computations, then your results should match the answers given in the guide. Most mistakes arise from using the wrong value for the time parameter t. Question 4 also has an essay question asking you to reflect on the results of your experiment; you can then compare your conclusions with the guide. Now that you have done this by hand at least once, please feel free to construct other similar experiments which you can implement with your programs
| 677.169 | 1 |
Precalculus
9780077221294
ISBN:
007722129X
Edition: 3 Pub Date: 2008 Publisher: McGraw-Hill Companies, The
Summary: The Barnett Graphs & Modelsseries 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 understanding 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 useful.
Barnett, Raymond A. is the author of Precalculus, published 2008 under ISBN 9780077221294 and 007722129X. Two hundred seventeen Precalculus textbooks are available for sale on ValoreBooks.com, one hundred eight used from the cheapest price of $29.25, or buy new starting at $213.90
| 677.169 | 1 |
Course 1
A math text creates a path for students - one that should be easy to navigate, with clearly marked signposts, built-in footholds, and places to stop and assess progress along the way. Research-based and updated for today's classroom, Prentice Hall Mathematics is that well-constructed path. An outstanding author team and unmatched continuity of content combine with timesaving support to help teachers guide students along the road to success.
Product Descriptions
This brand new mathematics text features our unique Instant Check System which empowers students to learn independently.
Math Background features before chapters and within lessons provides guidance for effective instruction. Math strand Progression pages in the Teacher's Edition show how math strands are developed from course to course.
This convenient package is a real time saver-that provides a wealth of resources to meet individual needs and help you reach all students. For ease of use these blackline masters are organized by chapter.
Also included in the Teaching Resource package are: Cumulative Assessment, diagnostic, quarterly,mid-year,and final tests as well as Solution key.
Solutions for examples, problems and quizzes. (This key is INCLUDED in the Teaching Resources package.)
Provides step-by-step guidance through specific problem-solving exercises to help students master the process and develop their problem-solving skills. Includes one master for each lesson in the Student Edition.
Unique activities that supplement the coverage of reading and math in the text. Includes graphic organizer activities to connect math concepts, comprehension exercises to help students become better problem solvers, and vocabulary practice to improve students' usage of terms and symbols.
The Interative Textbook online and on CD-ROM features the same trusted content as the textbook in an engaging, dynamic format.
Activities and videos at point-of-use bring math to life.
Reading support with audio helps you reach students struggling with math vocabulary.
The Manipulatives Kit allows students to explore concepts in a hands-on way using a variety of measurement, geometry, algebra, and probability tools. The kit is designed for a class of 30 students.
Designed for use with overhead projectors, this kit helps you demonstrate concepts in a using probability tools, including algebra tiles, tangrams, a geoboard with rubber bands, a spinner, and pattern blocks.
Unique activities that supplement the coverage of reading and math in the text. Students learn a variety of techinques to master mathematics vocabulary, read for problem solving, increase comprehension, and master technical material. The booklet includes four activities per chapter.
Spanish translations of all of the Checkpoint Quizzes, Chapters Tests, and Cumulative Assessments. Also includes Alternative Assessment.
Easy-to-use guidebook to accompany the test prep workbook, helping you better prepare your students for tests.
Includes teaching transparencies and activity masters for every Test-Taking Strategy lesson in the Student Edition.
This innovative teacher time saver provides the materials you need to teach a lesson from beginning to end in two easy-to-use formats: transparencies and PowerPoint®.
1. IntroduceCheck Skills You'll Need questions assess student understanding of prerequisite skills for each lesson. Includes worked-out solutions and Problem of the Day exercises for an engaging alternative.
| 677.169 | 1 |
Here you can find the Mathematics NCERT Solution for CBSE Class 9 Probability. It includes a detailed explanation of the NCERT Solution and the covers the various methods and Technique of solving the Questions assigned in the NCERT textbooks.
Here you can find the Mathematics NCERT Solution for CBSE Class 9 Statistics. It includes a detailed explanation of the NCERT Solution and the covers the various methods and Technique of solving the Questions assigned in the NCERT textbooks.
The Continuous and Comprehensive Evaluation scheme is in process in all schools affiliated to CBSE. According to this scheme, 4 Formative Assessments as well as 2 Summative Assessments would be held in an academic year.
Here you can find the Mathematics NCERT Solution for CBSE Class 9 Heron's Formula. It includes a detailed explanation of the NCERT Solution and the covers the various methods and Technique of solving the Questions assigned in the NCERT textbooks.
| 677.169 | 1 |
Edexcel GCSE Maths Higher Student Book (Whole Course) (Edexcel GCSE Mathematics for 2006) for an Amazon Gift Card of up to £5.55, which you can then spend on millions of items across the site. Trade-in values may vary (terms apply). Learn more
Book DescriptionEverything you need for GCSE in one book. It's up to date, nicely presented, all the theory and practice you need, has an index so you can look things up easily and, best of all for busy mums, there is an answer section at the back so you don't have to spend as much time as your kids when it comes to marking their work!!!
Having left grammar school 35 years ago, and wishing to refresh some maths, I tried this book. It refers to 'higher' mathematics, the term used, I believe, when likening modern maths to the older higher standards, and as such brought back memories of the maths taught in the grammar school classrooms years ago. However, the way it is structured and written is a testiment to modern educational thinking and techniques which are superior to those of years ago, and it takes logical and progressive steps with lots of worked examples and questions to validate learning. The standard of printing is very high with clear text and diagrams on quality paper throughout. There are also many examples of actual examination questions to try. Full marks to the authors, this is a fine book that hopefully many people will benefit from both now and in the future.
This book for me explains maths very well I struggle with maths a lot and this book is a good resource from A to Z of course it does not have every method to solve a problem but once you find one just stick with it, its good for all GCSE 2011/12. I highly recommend it to college students.
Bought as recommended by school teacher as the book that is sometimes used in school. As this is a text book it has an explanation, examples and exercises to practice. There are answers in the back of the book which means it will be very useful for revision as well as practice on areas that are a problem. There is also useful summaries of key points and of each section with visuals where appropriate. The terminology is as I've seen on past papers which is also good to practice seeing and using. In addition there are useful tips and formulas in little boxes to further aid the learner. Also included is a bonus of an example practice paper at the back of the book. I am glad I took the recommendation from the teacher and would not hesitate to say to anyone to do the same - it is (or will be hopefully!) money well spent.
Although I have not finished studying the book, it seems to be a very good one. In fact, one of the best in the market. Explanations flow with logic. It has many good examples and exercises. However, it can expand more in some topics such as Probability. Also, more examples for complex exercises would be very beneficial to those students aiming for A and A*.
| 677.169 | 1 |
Vectors - Math Forum, Ask Dr. Math Common Question
A selection of answers to questions about vectors, sums of vectors, angles between vectors, and vector spaces, such as "A river flows westward at 8 m/s. A person wants to go directly across the river so that the resultant velocity is 12 m/s northward...."
...more>>
The Virtual High School
The Virtual High School project is a collaborative of high schools from around the country. In exchange for contributing a small amount of teaching time, a school in the collaborative can offer its students web-based courses ranging from advanced academicWe Use Math - BYU Mathematics Department
From actuary to urban planner, read short descriptions of the scores of careers that use math -- or log in to submit your own career entry. Each occupation's write-up includes its salary range, educational background, the specific math courses it requires,wNetSchool
A resource for K-12 teachers, with some information for adult education teachers (i.e., the GED exam). Subscribing to the site is free, but one may also enter without subscribing. wNetSchool provides lesson plans centered around the Internet or educational
...more>>
Word2TeX - Chikrii SoftLab
A program that allows you to save Microsoft Word documents (with equations, figures, tables...) in LaTeX or AMS-LaTeX format. A shareware version of Word2Tex is available for download. The site includes a program description and examples, registration
...more>>
Word.Net's Ambigram Website - David Holst
An ambigram is a word or words that can be read in more than one way or from more than a single vantage point, such as both right side up and upside down (from Latin: ambi=both + gram=letter). Read the FAQ or create your own ambigrams online.
...more>>
WWWMath Discussion Group page - Phillip Kent
An email discussion group dedicated to the subject of Mathematica and its interconnection with the WWW, HTML, VRML, Java, and other topics. This site includes a policy statement, how to subscribe, a mail archive, answers to frequently asked questions,
...more>>
| 677.169 | 1 |
Description of Saxon Algebra 1/2: Homeschool Tests by Saxon
Based on Saxon's proven methods of incremental development and continual review strategies, the Algebra 1/2 Kit combines pre-algebra mathematics with a full pre-algebra course and an introduction to geometry and discrete mathematics.
This set of tests is ideal for the homeschool family that already has the Algebra 1/2 curriculum and needs resources for an additional student completing the program.
Product:
Saxon Algebra 1/2: Homeschool Tests
Author:
Saxon
Prepared by:
Saxon Publishers
Edition Number:
3
Series:
Homeschool Algebra
Binding Type:
Paperback
Media Type:
Book
Minimum Age:
13
Maximum Age:
13
Minimum Grade:
8th Grade
Maximum Grade:
8th Grade
Number of Pages:
40
Weight:
0.18 pounds
Length:
3.82 inches
Width:
4.42 inches
Height:
0.08 1/2: Homeschool Tests.
| 677.169 | 1 |
Jan 2003 | Series: Dover Books on MathematicsThe definitions and derivations are clear and carefully explained. The text starts with the basics, and moves at a brisk and comfortable pace to quite advanced matrix operations and properties. Quite a lot of numerical examples are given throughout the text as examples/counter-examples to clarify misconceptions and surprising properties of a matrix (such as the presence of divisors of zero). There are a large number of exercises included, and the later ones in a section are usually quite challenging and enlightening; many of them extend the main text substantially without increasing the length of the exposition. Some of the matrix and vector space notations used are dated (circa 1973). But otherwise this is a great text to get up to speed with and to lay a solid foundation for more advanced matrix texts like Gantmacher and Horn/Johnson.
| 677.169 | 1 |
Numerical Mathematics and Computing - 7th edition
Summary: Authors Ward Cheney and David Kincaid show students of science and engineering the potential computers have for solving numerical problems and give them ample opportunities to hone their skills in programming and problem solving. NUMERICAL MATHEMATICS AND COMPUTING, 7th Edition also helps students learn about errors that inevitably accompany scientific computations and arms them with methods for detecting, predicting, and controlling these errors272.49272.52 +$3.99 s/h
New
indoo Avenel, NJ
BRAND NEW
$279.95 +$3.99 s/h
New
ocbookstx Richardson, TX
1133103715297.32 +$3.99 s/h
New
Textbook Barn Tarzana, CA
Hardcover New 1133103715312.19 +$3.99 s/h
New
TextbookBarn Woodland Hills, CA
1133103715
| 677.169 | 1 |
According to The Orange Grove, "This book covers elementary trigonometry. It is suitable for a one-semester course at the...
see more
According to The Orange Grove, "This book covers elementary trigonometry. It is suitable for a one-semester course at the college level, though it could also be used in high schools. The prerequisites are high school algebra and geometry. Contents: 1) Right Triangle Trigonometry. 2) General Triangles. 3) Identities. 4) Radian Measure. 5) Graphing and Inverse Functions. 6) Additional Topics. Appendix A) Answers and Hints to Selected Exercises. Appendix B) Graphing with Gnuplot.״
According to The Orange Grove, this is "a book introducing basic concepts from computational number theory and algebra,...
see more
According to The Orange Grove, this is "a book introducing basic concepts from computational number theory and algebra, including all the necessary mathematical background. The mathematical prerequisites are minimal: no particular mathematical concepts beyond what is taught in a typical undergraduate calculus sequence are assumed. The computer science prerequisites are also quite minimal: it is assumed that the reader is proficient in programming, and has had some exposure to the analysis of algorithms, essentially at the level of an undergraduate course on algorithms and data structures.״
According to OER Commons, 'These are the lecture notes of a one-semester undergraduate course which we taught at SUNY...
see more
According to OER Commons, 'These are the lecture notes of a one-semester undergraduate course which we taught at SUNY Binghamton. For many of our students, Complex Analysis is their first rigorous analysis (if not mathematics) class they take, and these notes reflect this very much. We tried to rely on as few concepts from real analysis as possible. In particular, series and sequences are treated "from scratch." This also has the (maybe disadvantageous) consequence that power series are introduced very late in the course.'
'A First Course in Linear Algebra is an introductory textbook designed for university sophomores and juniors. Typically such...
see more
'A First Course in Linear Algebra is an introductory textbook designed for university sophomores and juniors. Typically such a student will have taken calculus, but this is not a prerequisite. The book begins with systems of linear equations, then covers matrix algebra, before taking up finite-dimensional vector spaces in full generality. The final chapter covers matrix representations of linear transformations, through diagonalization, change of basis and Jordan canonical form. Along the way, determinants and eigenvalues get fair time.״
'This book is designed for the transition course between calculus and differential equations and the upper division...
see more
'This book is designed for the transition course between calculus and differential equations and the upper division mathematics courses with an emphasis on proof and abstraction. The book has been used by the author and several other faculty at Southern Connecticut State University. There are nine chapters and more than enough material for a semester course. Student reviews are favorable.It is written in an informal, conversational style with a large number of interesting examples and exercises, so that a student learns to write proofs while working on engaging problems.'
This is a free textbook from Book Boon.'A Handbook for Statistics provides readers with an overview of common statistical...
see more
This is a free textbook from Book Boon.'A Handbook for Statistics provides readers with an overview of common statistical methods used in a wide variety of disciplines. The book focuses on giving the intuition behind the methods as well as how to execute methods using Microsoft Excel. Handbook for Statistics is divided into five main sections. The first section discusses why we study statistics and how we apply statistics to solve problems. The second section covers descriptive statistics which covers different ways to describe large data sets. Section three covers probability and probability distributions. Section four gives an overview of inference. Finally section five covers correlation and simple linear regression.'
According to the author, "I have written these pages for researchers and students in the sport and exercise sciences. I also...
see more
According to the author, "I have written these pages for researchers and students in the sport and exercise sciences. I also hope to get hits from students and researchers struggling to understand stats in other disciplines. If you're new to stats, most of what you read here will be a new view. But even if you have done some stats, there's plenty here that's new. For example, I've discarded most details of computation, in the hope that you will get a better understanding of the concepts. Let's leave the computations to the computers! You'll also find a new unified treatment of effect statistics and their magnitudes, a new emphasis and heaps of new stuff on validity and reliability, new valid methods to calculate reliability, a new exalted position for confidence intervals, a new attack on statistical significance and hypothesis testing, the first plain-language explanation of Bayesian analysis on the Web, a new way to understand all statistical models, a new simple treatment of non-parametric analyses, a new method of doing repeated measures with missing values (yes, it's true!), new simple ways to estimate sample sizes, and best of all, a highly ethical new way to reduce sample size. And as you may have noticed, I am blazing a trail with the use of plain language for a text of this sort.״
This is a free, online textbook that, according to the author, "is intended to suggest, it is as much an extended problem set...
see more
This is a free, online textbook that, according to the author, "is intended to suggest, it is as much an extended problem set as a textbook. The proofs of most of the major results are either exercise or problems. For instructors who prefer a lecture format, it shjould be easy to base a coherent series of lectures on the presentation of solutions to thoughtfully chosen problems.״
| 677.169 | 1 |
MS 151 - Finite Math
Professor: Erich Friedman
About the course:
We will meet Monday mornings at 10:00 (for 50 minutes) and
Tuesdays and Thurdays at 2:30 in the afternoon (for 75 minutes) in Elizabeth 209.
This course will cover chapters 1, 2, 7, and 8 of the text, Mathematics: A Human
Endeavor by Harold Jacobs, as well as some other material. The topics we will cover
are inductive and deductive reasoning, number sequences, mathematical
algorithms, combinatorics, and probability. This course is an introduction to
mathematical thinking and discovery. We will not be memorizing useless
information, but rather learning how to solve mathematical problems that you may not
have seen before. In addition to lectures, we will be having group discussions and
doing group activites in class.
I am always in my office during these times. If you cannot make these regularly
scheduled hours, let me know and we can set up another time to talk. Please come by
if you need help, or if you just want to chat. You will see that when I lecture, it
is informal. I will be calling you by your first name (or a nickname if you
prefer), so please call me Erich.
About you:
You will not need much prior mathematical knowledge for
this class. Attendance in this class is not mandatory, but since some of your grade is
based on class participation, it would be wise of you to attend. If you fall behind
later, come see me as soon as possible. Please be respectful of both me and your
classmates. This means coming to class on time and not socializing in class.
You will often be working in groups, but working together on the tests will obviously
not be tolerated.
About the math department:
I am usually available to answer your questions,
but the math department offers several additional ways to get help. Much of the day,
free math tutors can be found in the math office, Elizabeth 211. Also, Nancy, the
math secretary has a list of paid tutors available at other times. There is also a
math clinic which runs most evenings in Elizabeth 209. Please seek help as soon as
you fall behind.
About your grade:
Homework will usually not be collected, but I will answer
questions in class as time permits. These problems will help you prepare for the
tests, and you should do them. I encourage you to work together on the homework
problems, but make sure you can do them by yourself
Class Participation is worth 1/4 of your grade. This
includes contributing to the class discussion, working on the class activities,
and possibly some pop quizzes.
Tests will be given about every two to three weeks, and
will be announced at least a week before they occur. I do not give make-up
tests. If you miss a test without telling me beforehand, you will receive a zero.
You will be expected to show your work and justify your answers. Each of the 4 tests
is worth 1/8 of your grade.
The Final Exam is comprehensive and is worth the
remaining 1/4 of your grade.
| 677.169 | 1 |
Precise Calculator has arbitrary precision and can calculate with complex numbers, fractions, vectors and matrices. Has more than 150 mathematical functions and statistical functions and is programmable (if, goto, print, return, for).
| 677.169 | 1 |
1843156611
Publication Year:
2006
Format:
Paperback
Search for
Gcse Success Workbook Aqa Maths Higher (2010/2011 Exams Only)
FORMAT: Paperback
Presents the accompanying questions and answers to the Success revision guide. This title covers various things students need to know for their GCSE. It makes GCSE exam revision simple. Suitable for 2010/2011 GCSE Maths exams only...
Gcse Success Workbook Aqa Maths Higher (2010/2011 Exams Only)
Synopsis
This clear and accessible Success workbook provides the accompanying questions and answers to the Success revision guide. Together with the revision guide, it covers everything students need to know for their GCSE. Presented in a clear and accessible way, it makes GCSE exam revision simple, effective and accessible to all. Each double page spread includes three sections: warm-up multiple choice questions to get your brain cells ticking, quiz-style short-answer questions to put revision into practice and exam-style questions to give students plenty of practice for the all-important exams. This book is for the current GCSE Maths curriculum to be examined in 2010/2011 only. Other Letts revision titles are available for the new GCSE curriculum starting in 2010.
Product Details
SKU:
1981277
Format:
Paperback
Category:
General
Publication Date:
2006-07-01
Publisher:
LETTS AND LONSDALE
ISBN:
9781843156611
Number Of Pages:
104
Country Of Origin:
United Kingdom
Pagination:
104 pages
Dimensions:
297x210mm
| 677.169 | 1 |
Complete Book of Algebra and Geometry Grades 5-6
9780769643304
ISBN:
0769643302
Publisher: Carson-Dellosa Publishing, LLC
Summary: The Complete Book of Algebra and Geometry offers children in grades 5-6 easy-to-understand lessons in higher math concepts, skills, and strategies. This best-selling, 352 page workbook teaches children how to understand algebraic and geometric languages and operations. Children complete a variety of activities that help them develop skills and then complete lessons that apply these skills and concepts to everyday sit...uations. Including a complete answer key this workbook features a user friendly format perfect for browsing, research, and review. Basic Skills Include: -Order of Operations -Numbers -Variables -Expressions -Integers -Powers -Exponents -Points -Lines -Rays -Angles -Area Over 4 million in print! The best-selling "Complete Book series" offers a full complement of instruction, activities, and information about a single topic or subject area. Containing over 30 titles and encompassing preschool to grade 8 this series helps children succeed in every subject area!
Carson-Dellosa Publishing Staff is the author of Complete Book of Algebra and Geometry Grades 5-6, published under ISBN 9780769643304 and 0769643302. Fifty Complete Book of Algebra and Geometry Grades 5-6 textbooks are available for sale on ValoreBooks.com, nine used from the cheapest price of $8.11, or buy new starting at $31.66
| 677.169 | 1 |
This course begins with an investigation of ratios, rates, and proportions, leading to percentages, uncertainty, and chance. This is followed by an examination of geometry. A study of the basic shapes of one, two, and three dimensions is followed by an investigation of the basic ways these shapes can be transformed: translation, reflection, and rotation. Length, area, surface area, and volume complete the geometric content of this course.
| 677.169 | 1 |
Product Description
Saxon Math Homeschool 8/7 teaches math with a spiral approach, which emphasizes incremental development of new material and continuous review of previously taught concepts.
Building upon the principles taught in Saxon Math 7/6, the Saxon 87 textbook reviews arithmetic calculation, measurements, geometry and other skills, and introduces pre-algebra, ratios, probability and statistics. Students will specifically learn about adding/subtracting/multiplying fractions, equivalent fractions, the metric system, repeating decimals, scientific notation, Pi, graphing inequalities, multiplying algebraic terms, the Pythagorean Theorem, the slope-intercept form of linear equations, and more .
The Tests and Worksheetsbook provides supplemental "facts practice" tests for each lesson, as well as 23 cumulative tests that cover every 5-10 lessons. The included "activity sheets" are designed to be used with the activities given in the student worktext. Five optional, reproducible, recording forms are also included.
The Solutions Manual provides answers for all problems in the lesson (including warm-up, lesson practice, and mixed practice exercises), as well as solutions for the supplemental practice found in the back of the student text. It also includes answers for the facts practice tests, activity sheets, and tests in the separate tests & worksheets book.
Saxon Math 8/7 is designed for students in grade 7, or for 8th grade students who are struggling with math.
I purchased Saxon Math 8/7 for my 4th grader after she finished Saxon Math 7/6. We use it as part of our homeschool curriculum. I love that Saxon Math has such great explanations of new concepts, and constant repetition of those concepts throughout the book. The result is that when a child finishes a Saxon book, they thoroughly know all the concepts taught in that book. Great series!
Saxon Math 8/7 is the best I have seen for teaching middle school math students. The lessons flow at a comfortable pace; while the Mixed Practice keeps past lessons fresh in students minds during the introduction of new facts and procedures.
There is some overlapping from the previous edition, as is usual with Saxon Math, but not annoyingly so. New concepts are explained well, my 11 year old is able to understand them herself with little or no help.
| 677.169 | 1 |
Information for Students in Math 040 and 050
The book that we use for Math 040 and Math 050 is a custom-made edition of Elementary and Intermediate Algebra by Tussy and Gustafson.
All sections of 040 and 050 meeting at the main campus will have 5 exams outside of regular class time. This allows for extra class time spent teaching, not testing, and keeps all sections on the same schedule.
Math 040: Beginning Algebra
List of Review Topics and Suggested Study Problems for the Final Exam (click here)
| 677.169 | 1 |
books.google.com - This concise and up-to-date textbook is designed for the standard sophomore course in differential equations. It treats the basic ideas, models, and solution methods in a user friendly format that is accessible to engineers, scientists, economists, and mathematics majors. It emphasizes analytical, graphical,... First Course in Differential Equations
| 677.169 | 1 |
Finite Mathematics : Applied Approach - 11th edition
Summary: ü Chapter Opening and Chapter Project: Each chapter begins with a situation and ends with a related project.ü A Look Back… A Look Forward: Each chapter begins with a discussion of the relationship between what has been learned earlier and what is coming next.ü Objectives: Each section begins with a list of learning objectives. The objectives also appear in the text where the objective is covered and are repeated in the Chapter Review ...show morealong with Review Exercises that relate to the objective.ü Preparing For This Section: Most sections begin with a list of key concepts to review in preparation for the section. Page references are provided for easy access. Related &''Are You Prepared?&'' problems are given at the beginning of the exercise set to help students assess their understanding of these concepts. ü Now Work Problems:70458275218.76 +$3.99 s/h
New
Russell Books Victoria, BC
Hardcover New 0470458275 Special order direct from the distributor.
$220.08 +$3.99 s/h
New
Textbook Barn Tarzana, CA
Hardcover New 0470458275
| 677.169 | 1 |
You are here
Linear Algebra: A Geometric Approach
Publisher:
W. H. Freeman
Number of Pages:
439
Price:
0.00
ISBN:
978071674337X
The first reaction from those reading this review will most likely be "yet another linear algebra book! why?" I have to admit that was my reaction, too, when I first got my hands on this book. I was more or less expecting yet another watered-down text, with more uninspiring visuals than useful explanations and more tedious matrix computations than clear theoretical interpretations. The good news is that I was wrong. This is a well-written textbook which focuses on the geometric interpretation of the basic concepts of linear algebra but does not hesitate to go into the abstract notions that make the whole subject stand on its own as a glorious chapter of modern mathematics. I am still not sure if I will drop my own favorite text for this one for my next linear algebra course, but it certainly presents a good alternative to the many books out there.
The basic premise is the familiar one that linear algebra should be taught with geometry in mind. That linear equations correspond to linear spaces and their simultaneous solutions can be viewed most profitably via a geometric approach is nothing new to most readers of MAA Reviews. However sometimes in our rush we may forget to incorporate this basic idea into our courses. Depending on the choices we make, linear algebra can become either the most exciting mathematics course in the lower division or into a tedious mix of matrix calculations and definitions-theorems-proofs which are unmotivated, misunderstood and unappreciated. Hopefully this review will help you decide whether this book is going to be included in your choices for your next linear algebra course.
Shifrin and Adams start with vectors on the plane and dot products, and move on to n dimensions (including a discussion of hyperplanes in Rn) after which they introduce the basic ideas of linear systems. The geometric connection is there from the beginning, and the first parts of this chapter have about as many figures as pages. Matrix algebra is studied in the second chapter, with the basic matrix operations, matrix inverses, and the transpose each getting their own subsections. The third chapter introduces vector spaces. First the focus is on subspaces of Rn and the basic notions like linear independence, basis and dimension are all studied within this more concrete setting. Four basic subspaces associated with a matrix (the nullspace, the row and column spaces and the nullspace of the transpose) are studied in detail. An optional section on abstract vector spaces concludes this chapter.
The natural progression to the study of linear transformations follows in the subsequent chapters. Projections and changes of bases are studied in Chapter 4 along with the development of other fundamental concepts like inconsistent systems and orthogonality. Determinants first show up, in Chapter 5, as signed areas; the later generalizations to higher dimensions make perfect sense with this motivating example in mind. Chapter 6 is on eigenstuff; it begins with the characteristic polynomial and wraps things up with the spectral theorem. A seventh chapter presents a few further topics like the Jordan canonical form and applications to computer graphics and differential equations.
The text makes a serious effort to embed the basic notions of mathematical proof into the main flow. The authors intend it to be used for a course introducing the basics of linear algebra while also preparing the students for more advanced mathematics courses where they will be reading and writing proofs of their own. This makes the text more appropriate for courses which are transitional in nature, where the audience includes students who are looking to become mathematics majors, rather than for courses where the sole purpose is to introduce the main tools of liner algebra to future physicists, engineers and economists. The informal language of the text is interrupted often with more precisely stated definitions and theorems, and the students are gradually guided into thinking more rigorously and provided with progressively sophisticated exercises to test their developing skills in writing proofs. The instruction on writing proofs is not found in one separate section or in an appendix. Instead many blue boxes are sprinkled throughout the text, where various methods of proof are introduced and hints are given about how to attack a particular kind of problem (eg. asserting set equality, or showing linear independence of a collection of vectors). The almost seamless way the informal and the formal are combined in the book make the book feel like a well-polished set of lecture notes, but in a good way.
The brief description I gave above probably makes it pretty obvious that the Shifrin-Adams book does not attempt to revolutionize the teaching of linear algebra. In fact the table of contents is pretty traditional. The emphasis on geometry is also not incredibly novel; there are many other texts which focus on visuals and concrete geometric analogies to motivate students (I reviewed one such book for MAA Reviews: Visual Linear Algebra). The notion that linear algebra can be used as a suitable context for introducing students to the rigors of upper level mathematics is also not really unorthodox, as many colleges and universities are already using this idea. It is mainly the successful combination of all these features that makes this book interesting and worthy of looking seriously into.
A final comment: I don't know if it might be considered cheating, but I tend to check out other reviews of a book before wrapping up my own. In this case I visited the page for this book in amazon.com and the slew of negative comments from students was, for me, a wake-up call. It is not uncommon that students have completely unexpected experiences with a text no matter how scrupulous the instructor may have been in her search for the best textbook to use. Of course instructors make choices with many concerns in mind, including pedagogy, pricing, examples and exercises, but sometimes we end up making what turn out to be unpopular choices. Being open to student feedback and processing it thoughtfully may lead to a change in course book adoptions, or alternatively may motivate us to make other modifications in our classroom presentations incorporating the text into the course in novel and interesting ways. One of my long-time favorite texts in linear algebra was slammed by my first class, but has become a treasured reference (if not a smashing hit with) for the following ones.
Gizem Karaali is assistant professor of mathematics at Pomona College.
| 677.169 | 1 |
Most physics books will also cover the math as needed, though probably not the level of rigor that would satisfy a mathematician (for example an E+M textbook like Griffiths will cover vector calculus while a classical mechanics text will cover the calculus of variations, enough in each case to actually use them).
The standard recommendation for intro level is the Feynman Lectures, which are the kind of reading where you can sit down with a lemonade on a summer day and look off knowingly into the distance while you rea it. You probably wouldn't be able to immediately transfer over to solving problems, but you'll learn a lot and enjoy it.
Books recommendations will invite near religious fervor in partisans (ie. Weinberg's GR book is total trash/it's the best book ever written in any language). There's also the issue that they can be quite expensive and cheaper Dover books might be old-fashioned or too advanced. After Feynman, some readable and enjoyable texts for the major branches are
After that the sky's the limit. You could and should read some capstone books like Longair or Lawrie. Read Landau/Lifshitz, read Weinberg, etc. This is already well more than you can probably stomach at this juncture anyway
If you have never taken a physics class I would recommend a general physics text like Serway. The math will be crazy simple for you but without an understanding of physics phenomena the more advanced texts would not make sense.
Ill be honest with you, the math you will be doing in intro physics will be childsplay. As in if you understand calculus I and II it would still be easy. If you really want to challenge yourself, you can read the more advanced (junior/senior) level textbooks on the topics you will run into when you take intro. I dont know any for classical mechanics, but for oscillatory motion, I used Vibrations and Waves by George King. This book will mostly deal with Linear Algebra and Differential equations. For electricity and magnetism, the standard book to use is Introduction to Electrodynamics by David Griffiths, but I have found the most recent edition (III) of Edward Purcell's Electricity and Magnetism to be more intuitive. E&M at the junior level is primarily multivariable calculus with some complex analysis so if you really want to exercise those calculus muscles then this would a good area to go into. I cant really say anything about quantum mechanics and classical mechanics as I havn't taken them at that level yet.
| 677.169 | 1 |
Introducing Mathwright Microworlds - An Epicycloid Microworld
Now we consider another microworld embedded in a single web page, one for which persistence of data is a useful feature. The Epicycloid microworld has just two story pages. It is designed so that readers can compare two very different ways of constructing these curves. We also begin to consider what is involved in building microworlds like these.
Imagine that you are creating a mathematical web page about epicycloids. You put careful thought into its design, and you decorate the page with instructional text, pictures, forms, hyperlinks, and whatever other HTML gadgets you find useful for telling your story. You then have a hypertext mathematical story with the additional important property that it is linked to a vast collection of other mathematical stories on the World Wide Web. You make the observation that a certain geometric construction yields a family of curves parametrized by a and b:
But something is missing. Readers cannot do experiments or ask "what if" questions. The demonstrations and arguments are as static as they have always been in mathematics texts -- perhaps more colorful, but still static. A student may ask "What does the graph of the cycloid look like if I make the a parameter negative instead of positive?" Unless you have provided an example, or a pointer to a page that has one, the student will not learn the answer here. HTML was not designed to provide the support you need. The equations above are only a picture with no "life" or meaning in the page. What you want is an added dimension of interactivity .
So you say, "I can provide this interactivity with a Java applet," and you go to work. You know that Java is a very powerful computer language, so it will certainly be possible to do this. And you were not misinformed: Java is powerful. But you learn a sad truth: Java is a general-purpose language, not a mathematical language.
Creating a Java Applet from scratch that can support exploration with cycloids can be daunting. We could start with the parametric expression for the curve given above. The Applet would have to accept the parameters a and b from the reader -- easy enough! -- and then draw the curve. This is still fairly easy to do in Java. The simple two-page Microworld below is, on its first story page at least, essentially a Java Applet It invites readers to experiment with parameters a and b, and it draws the graphs for them when they press the "Draw the Cycloid" button. Then, if the reader presses the "Animate" button, it shows how such a cycloid can be constructed by rolling one circle on another without slipping, tracing the path of a point on the circumference.
Such things are fairly easy to do with Java applets, but the reason we do not see more of them is that they do take time. One usually has to start from "first principles" to make a simple demonstration like this. Even if one has access to a good class library, it is necessary to tweak and modify the code at a very concrete level in order to get it to work. Such a project might take days -- more likely weeks -- using Java alone.
The screen design required only a few minutes of drawing. Once that was done, all that remained was to "script" the screen objects -- buttons and pages in this case -- using Mathwright's high level scripting language called MathScript.
With Mathwight Library's Open Source convention, some of these scripts were already available in earlier workbooks at the Library, so all that was needed was to "tweak" and extend them to work for this microworld.
Unlike Java (or any general purpose computer language), MathScript treats mathematical objects, their transformations, comparisons, and presentations, as first-class citizens of the language. So it is easy for authors to translate their mathematical ideas quickly into working code. We will say more about that later.
This is the portal.The white sidebars are not part of it.
A demonstration like this is designed to raise questions.
What if a divides b?
What if one is negative (or both are)?
What is the relation of a and b to the radii of the circles? and, of course,
How is this construction related to the formula above?
Some of these questions might occur to one student and not another.
At some point, a student might be interested in the question:
When do these curves close, given that t varies from 0 to 2 pi?
Another student might recognize the 1-homogeneity of the formula: If a and b are multiplied by the same positive factor, this only changes the scale of the curve by that factor. This student might connect that fact to the invariance of form when the circles are so treated.
The observation on the right is the point of departure for story page 2 of the Microworld. Notice that if a and b are both positive and a divides b, then we can factor a out of the expressions for x(t) and y(t) to get
Suppose we let be the integer n, and we represent a general point on the unit circle, using Euler's Formula, as
Then the points on the curve just described may be represented in the complex plane as
Thus, we have a different interpretation of these epicycloids as images of a unit circle in the complex plane under certain degree-n complex polynomial maps. On story page 2 the reader is invited to explore this fact and to move back and forth between the pages to compare the resulting graphs.
The style of mathematical calculation and the nature of the exploration on the second page veer off in a new direction. Now it is a matter of applying complex polynomials to circles. The built-in complex/quaternion number type in MathScript makes this easy. It leads of course to a nice way to visualize complex polynomials from their mapping properties. And while this connection takes only moments to occur to an author, making this facility available to readers, even in this limited generality (arbitrary complex polynomials applied to circles) would be difficult and time-consuming if implemented directly in Java.
In the next section, we discuss in more detail the issues facing web authors of interactive mathematics explorations and some of the new options open to them with Mathwright Microworlds and Mathwright Interactive Web Books.
| 677.169 | 1 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.