...Mathematics: An Integral Discipline Mathematics is one of the most foundational and elemental principles and disciplines to any educational institution. With the basic components of all mathematical disciplines and areas of studies being equal, there appears to be an inherent, social need to master this study of a seemingly complex nature, particularly since this subject is ingrained into so many important and relevant aspects of the world economy. Without the understanding and overall comprehension of at least some basic, elementary mathematical principles, it would go without saying that countless workforce employees and job seekers would fail to find the most meager of professions. It is also an unfortunate prospect to understand that mathematical principles and the study of such major applications is no longer a popular social trend. On the other hand of the social and professional spectrum, the vast majority of college students seeking future majors are leaning towards other convenient modes of study, including those in the healthcare industry and other related sciences and studies. Now understanding how modern culture had become so predisposed to ascertaining studies unrelated to heavy mathematical analytics, despite the obvious need to otherwise acquire, it will be important to frame this expose’s subject matter around the need to further explain and analyze how different regions of scholastic establishments have come to define mathematical disciplines in completely different...
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...nteThe Integral Approach® Courtesy of The Integral Institute® "Integral" means "inclusive, balanced, comprehensive." The Integral approach may be contrasted to other methods—mythic, rational-scientific, pluralistic—which, as they themselves announce, exclude other approaches as being inferior. They are thus, by definition, partial and incomplete. These latter methods, although widely accepted and dominant in the world's cultures, tend to generate partial analysis and incomplete solutions to problems. As such, they appear less efficient, less effective, and less balanced than the Integral approach. Like any truly fundamental advance, the Integral approach initially seems complicated but eventually is understood to be quite simple and even straightforward. It's like using a word processor: at first it is hard to learn, but eventually it becomes incredibly simple to use. The easiest way to understand the Integral approach is to remember that it was created by a cross-cultural comparison of most of the known forms of human inquiry. The result was a type of comprehensive map of human capacities. After this map was created (by looking at all the available research and evidence), it was discovered that this integral map had five major aspects to it. By learning to use these five major aspects, any thinker can fairly easily adopt a more comprehensive, effective, and integrally informed approach to specific problems and their solutions—from psychology to ecology, from business to politics...
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...EXERCISE-04 The line integral Evaluate [pic] a) If [pic] and C i) is the line segment from z = 0 to z = 1+i ii) consists of two line segments, one from z = 0 to z = i and other from z = i to z = i+1. b) If f(z) = z2 and C is the line segment from z = 0 to z = 2+ i c) If f(z) = z2 and C consists of two line segments, one from z = 0 to z = 2 and other from z = 2 to z = 2+i. d) If f(z) = 3z + 1 and C follows the figure e) If [pic] , C is a circle [pic]and [pic] f) If [pic] and the path of integration C is the upper half of the circle [pic] from z = -1 to z = 1. g) If [pic] and C is 1) the semicircle [pic] 2) the semicircle [pic] 3) the circle [pic] h) If [pic] and C is the arc from z = -1 - i to z = 1 + i along the curve [pic]. i) If [pic] and C is the curve from z = 0 to z = 4+2i given by [pic]. j) Evaluate [pic] along: a) The parabola [pic] [pic] b) Straight line from (0, 3) to (2, 3) and then from (2, 3) to (2, 4) c) A straight line from (0, 3) to (2, 4). EXERCISE-05 1. State Cauchy-Goursat theorem . 2. Verify Cauchy-Goursat theorem for the function [pic], if C is the circle [pic] (b) the circle [pic]. 3. State the Cauchy’s integral formula and Cauchy Residue Theorem. 4. Evaluate...
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...INTEGRALS Essential Calculus, James STEWART October 17, 2011 Essential Calculus, James STEWART () INTEGRALS October 17, 2011 1 / 34 Indefinite integrals Recall: A function F is called an antiderivative of f on an interval I if F (x) = f (x) for all x in I . Essential Calculus, James STEWART () INTEGRALS October 17, 2011 2 / 34 Indefinite integrals Recall: A function F is called an antiderivative of f on an interval I if F (x) = f (x) for all x in I . Definition The family of all the antiderivative of f is called indefinite integral of f , denoted by f (x)dx, f (x)dx = F (x) mean F (x) = f (x) Essential Calculus, James STEWART () INTEGRALS October 17, 2011 2 / 34 Indefinite integrals Recall: A function F is called an antiderivative of f on an interval I if F (x) = f (x) for all x in I . Definition The family of all the antiderivative of f is called indefinite integral of f , denoted by f (x)dx, f (x)dx = F (x) mean F (x) = f (x) b Remark: A definite integral a f (x)dx is a number whereas an indefinite integral f (x)dx is a function (or family of function). Essential Calculus, James STEWART () INTEGRALS October 17, 2011 2 / 34 Indefinite integrals Remark: The symbol is called an integral sign, f (x) is called the integrand and a and b are called the limits of integration; The dx simply indicates that the independent variable is x. The procedure of calculating an integral is called integration...
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...students with a solid foundation in mathematics, physics, general chemistry and engineering drawing and to apply knowledge to engineering, architecture and other related disciplines. To complement the technical trairung of the students with proficiency in oral, written, and graphics communication. To instill in the students human values and cultural rehnement tbrough the humanities and social sciences. To inculcate high ethical standards in the students through its intesration in the leamins activities. COIIRSE SYLLABUS 1. 2. 3. 4, 5. 6. Course Code: Course Title: Pre-requisite: M.ath22 Calculus 2 Math 21 None 3 units Co-requisite: Credit: Course Description: This course covers topics on dehnite and indefinite integrals of algebraic and transcendental functions, tecbniques of iutegration, applications of...
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...the function f (x) = x3 − 6x2 + 9x − 3 (a) find f (x). (b) determine all the critical points of f. (c) find the intervals where f is increasing and where it is decreasing. (d) classify each critical point as relative maximum or minimum. (e) Find f (x). (f) Find the intervals where the graph of f is concave up and concave down. (g) Determine the inflection points. Page 2 20 points 2. Evaluate the following limits: (a) lim x2 − 4x + 4 x→2 x3 + 5x2 − 14x (b) lim x2 x→0 cos 8x − 1 (c) lim x − 8x2 x→∞ 12x2 + 5x (d) lim e3x − 1 x→0 ex − x (e) lim x2 e−x x→∞ Page 3 18 points 3. Find the following indefinite integrals: (a) 3 cos 5x − √ + 6e3x dx x (b) √ 4x dx x2 + 1 (c) x2 + √ x x−5 dx Page 4 15 points 4. Evaluate the following definite integrals: 1 (a) 0 x4 + 3x3 + 1dx e2 (b) 1 (ln x)2 dx x π 4 (c) 0 (1 + etan x ) sec2 xdx Page 5 8 points 5. Sketch and find the area of the region that lies under y = ex and above the x axis over the interval 0 ≤ x ≤ 7. 8 points 6. A rectangular plot of farmland will be bounded on one side by a river and on the other three sides by a single-strand electric fence. With 800 m of wire at your disposal, what is the largest area you can enclose and what are its dimensions? Page 6 14 points 7. For the function f (x) = e−x (a) find f (x) 2 (b) find an equation of the tangent line to the graph of f at x = 0. (c) find...
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...| +c ∫ sec ∫ csc 2 x dx = tan x + c x dx = − cot x + c 2 ∫ sec x tan x dx = sec x + c ∫ csc x cot x dx = − csc x + c 1 INTEGRATION Techniques of integrations: - substitutions ∫ f ( g ( x)) g ′( x) dx = F(g(x)) + c u = g(x), du = g′ (x) dx ⇒ ∫ f (u)du = F (u ) + c Area between two curves If f(x) > g(x) for all x in [a, b], then the area of the region between the graphs of f(x) and g(x) and between x = a and x = b is given by A = ∫ [ f ( x) − g ( x)] dx a b Double integrals (a) Computing the double integral over a rectangular If R is the rectangular a < x < b and c < y < d, then ∫∫ (b) R d b b d f ( x, y ) dxdy = ∫ ∫ f ( x, y ) dx dy = ∫ ∫ f ( x, y ) dy dx ca ac Computing the double integral over a nonrectangular region If R is the region a < x < b and c(x) < y < d(x), then ∫∫ (c) R b d ( x) f ( x, y ) dxdy = ∫ ∫ f ( x, y ) dy dx a c( x) Computing the double integral over a nonrectangular region If R is the region a(y) < x < b(y) and c < y < d, then ∫∫ R b( y ) f ( x, y ) dxdy = ∫ ∫ f ( x, y ) dx dy c a( y) d 2 INTEGRATION AREA...
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...10524 – Calculus I Fall 2012 WIN 148 11:00 – 11:50 am MTRF Instructor: Dr. Efton Park TUC 313 817-257-6345 e.park@tcu.edu 10:00 – 10:50 am MTRF and by appointment Office Hours: Course Web Page: http://faculty.tcu.edu/epark/calc1.html Final Exam: Required Text: 11:30 am – 2:00 pm Tuesday, December 11 Calculus: Early Transcendental Functions, 5th edition, by Larson and Edwards Additional Resources: A graphing calculator of some sort may be helpful. I recommend a TI calculator because that is what I will be using in class. However, students possessing calculators such as the TI-89 or TI-92 that have symbolic calculus capabilities will have restricted use of such calculators on homework and exams. Course Description: Differential and integral calculus of elementary functions, including exponential, logarithmic, and trigonometric functions. Applications. Note: credit will not be given for both MATH 10283 and MATH 10524. Purpose of Course: This course currently meets all or part of the following requirements for a degree: UCR math requirement Requirement within the Mathematics B.A. and B.S majors Requirement or elective for other majors Prerequisites: MATH 10054 with a grade of C or better, or AP Calculus AB or BC score of 3 or better, or SAT Subject Test (SAT II), Mathematics Level 1 (1C) with a score of 560 or better, or SAT Subject Test (SATII), Mathematics Level 2 (IIC) with a score of 520 or better, or a passing grade on the Calculus Placement Test. Course Objectives:...
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...After reading the prologue and chapter one of “The Calculus Diaries”, my perspective on calculus and its concepts have changed. “The Calculus Diaries” describes the history of calculus, such as who discovered it, when it was discovered, and how it can be used in everyday life. It starts out by describing the story of Archimedes, who invented devices to help fend off the Roman Empire from invading Syracuse. He was considered to be the first person to describe calculus concepts. The author describes that the two main concepts that make up calculus are the derivative and the integral. The author also describes his personal conflicts with calculus in the past and what it took for him to overcome his hatred for calculus and math in general. The...
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...Brand Culture and Consumer Interaction Brand culture is an integral component of our consumer culture. Consumers’ identification with certain brands influences their purchasing behaviors. As such, companies aim to develop an ethos and worldview through their brand that the consumer desires and identifies with. Once this is accomplished, the consumer “buys” into the brand. Harley Davidson, Apple, and Coca-Cola are examples of brands that have excelled in establishing this brand identification amongst its customer base. One method in which companies can further establish this brand identification is by engaging the customer with brand interaction. Nike is a contemporary brand that fully utilizes customer interaction and engagement to promulgate its brand culture. Customer interaction and engagement with the brand leads to effects that are echoed by the authors of this week’s readings concerning brand culture and user commodification. Lee and Klein identify that brands conjure up emotions in consumers and that is what influences their purchasing decisions, as a result of the brand identification established. Nike is able to emotionally tie its customers to its brand by allowing its customers to fully engage with its brand through the ways in which customers can interact with its products and product development. The NikeID program is an example of how Nike allows customers to interact and engage with its brand. Nike allows customers to design their own shoes and accessories...
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..._____ _________________ Mean Value Theorem: If f is continuous on [a, b] and differentiable on (a, b), then there exists a number c on (a, b) such that [pic] ____________________________________________________________ __________________ Intermediate Value Theorem: If f is continuous on [a, b] and k is any number between f (a) and f (b), then there is at least one number c between a and b such that f (c) = k. ____________________________________________________________ _________________ [pic] [pic] ____________________________________________________________ __________________ Definition of a definite integral: [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic]...
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...Find f’(0.67) (the first derivative at 0.67). What does that mean for the function f at the point? Find f’’(0.67) (the second derivative at 0.67). What does it mean for the function f at that point? Find all points where the derivative is zero. A) B) C) D) 3. Define the function Find the derivative of the function and use Wolfram Alpha to confirm your answer. Find all points where the derivative is zero and classify them as local extrema, if possible Determine if f is increasing (going up) or decreasing (going down) between the points found in (b) A) B) Local extreme’s are listed C) Increasing 4. Find the following integrals: a) b) 5. Find the area between the graph of f(x) = (x2 – 4) (x2 - 1) and the x axis. Note that one simple definite integral won’t do it, you will need to carefully determine where the function is positive and negative and integrate accordingly, perhaps using multiple steps. 6. Solve the system of linear equations with the following augmented coefficient matrix:...
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...Since play is integral to a child’s world, it becomes the gateway to engaging in mathematical inquiry. Sarama and Clements suggest that mathematical experiences can be narrowed down into two forms, play that involves mathematics and playing with mathematics itself (2009, p. 327). Further, it is the adult present during the play who is able to recognize how the children are representing their mathematics knowl- edge and then build on their understanding through prompting and questioning. Sarama and Clements stress that “the importance of well-planned, free-choice play, appropriate to the ages of the children, should not be underestimated. Such play … if mathematized contributes to mathematics learning” (2009, p. 329). Educators also provide experiences in playing with mathematics itself by using a repertoire of strategies, including open and parallel tasks that provide differentiation to meet the needs of all students and ensure full participation. Moreover, students do not have to see mathematics as compartmentalized, but instead as it mirrors their life experiences through other subject areas like science and the arts. As such, “high quality instruction in mathematics and high quality free play need not compete for time in the classroom. Engaging in both makes each richer and children benefit in every way” (Sarama & Clements, 2009, p. 331). This equity of opportunity is essential so all students can fully develop their mathematical abilities. A carefully planned mathematics...
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...Taylor’s theorem (proof), Remainder terms, Asymptote & Curvature, Partial derivatives, Chain rule, Differentiation of Implicit functions, Exact differentials, Tangents and Normals, Maxima, Approximations, Differentiation under integral sign, Jacobians and transformations of coordinates. Module II: Integral Calculus Fundamental theorems, Reduction formulae, Properties of definite integrals, Applications to length, area, volume, surface of revolution, improper integrals, Multiple Integrals-Double integrals, Applications to areas, volumes. Module III: Ordinary Differential Equations Formation of ODEs, Definition of order, degree & solutions, ODE of first order : Method of separation of variables, homogeneous and non homogeneous equations, Exactness & integrating factors, Linear equations & Bernoulli equations, General linear ODE of nth order, Solution of homogeneous equations, Operator method, Method of undetermined coefficients, Solution of simple simultaneous ODE. Module IV: Vector Calculus Scalar and Vector Field, Derivative of a Vector, Gradient, Directional Derivative, Divergence and Curl and their Physical Significance, Arc Length, Tangent, Directional Derivative, Evaluation of Line Integral, Green’s Theorem in...
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...COORDINATE GEOMETRY. EQUATION OF A STRAIGHT LINE SOLVED EXAMPLES. 1. ( ) ( Solution. ( Now, using the formula ) we have: ( ( ). ) . . ( 2. ) Solution. ( ) ( ) ( ( ) ), ( ) ) ( ) ( ) Solution. ( ) ( ) ( ) ( ) EQUATION OF A CIRCLE. The general equation of a circle is of the form .Where (– √ is the centre of the circle and the radius is: Finding the equation of a circle of a circle given its radius and centre Let ( ) be any point on a circle whose centre is ( circle is given by : ( ) ( ) ) and ( r ( ( ) ) ) 0 If the centre is at the origin ( ( ) ( ) ) then the equation becomes: ‘ the equation of a ) Solved Examples. 1. Find the equation of the circle with centre ( ) and radius Solution. Using ( ) ( , ( ( )- ) we have, ) ( ) ( ) 2. Find the equation of a circle with centre ( ) which passes through the point( Solution. ( ) ( ( ) ) ( ) √ ( ) ( ( ) ( , ) ) (√ ) 3. Find the centre and radius of the circle Solution. ( ) Comparing (1) with the general equation of a circle The radius of the circle is: √ The centre is ( √ √ ) ( ) ) EXERCISE. 1. Find the centre and radius of the circle 2. Find the centre and radius of the circle 3. Find the equation of the circle which passes...
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