...UNIVERSITY OF SASKATCHEWAN Department of Mathematics and Statistics COURSE OUTLINE MATH 121.3 (Sections 01 and 03) Course Name: Mathematical Analysis for Business and Economics 2012-2013 Regular Session, Term 1 Instructors & Lectures: First Math 121 lecture: Fri, 7 Sept 2012. Last lecture: Wed, 5 Dec 2012. Section 01: Prof. Murray R. Bremner, 206 McLean Hall. E-mail: bremner@math.usask.ca Lectures: Monday, Wednesday, Friday: 8.30am to 9.20am. Room: ARTS 143 Section 03: Prof. Artur Sowa, 225 McLean Hall. E-mail: sowa@math.usask.ca Lectures: Monday, Wednesday, Friday: 1.30pm to 2.20pm. Room: ARTS 143 Coordinator: Dr. Lawrence Chang, 236 McLean Hall. E-mail: chang@math.usask.ca Office hours: Please e-mail your instructor or the coordinator to make an appointment at a mutually convenient time. You should e-mail him a day or two in advance and not at the last minute. Lab Schedules: Every student is required to register in either one of the following 4 labs. 1. L01: Thursday, 2.30pm to 3.50pm. Room: ARTS 133 2. L03: Thursday, 4.00pm to 5.20pm. Room: ARTS 133 3. L05: Thursday, 2.30pm to 3.50pm. Room: THORV 271 4. L07: Thursday, 4.00pm to 5.20pm. Room: ARTS 134 First lab: Thursday 13 Sept 2012. Last lab: Thursday 29 November 2012. The lab periods will be devoted to midterm tests and to discussing homework problems. The lab is an essential part of this course. Previous terms have shown that students who skip labs tend not to do well and have a high chance of failing this course...
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...A | Course Title & Number | Calculus II: MTH104 | B | Pre/Co-requisite(s) | Pre-requisite: MTH103 (Calculus I) | C | Number of credits | 3 | D | Faculty Name | Dr. Ghada Alobaidi | E | Term/ Year | Fall 2014 | F | Sections | Course | Days | Time | Location | MTH104.02 MTH104.04MTH104.06 | UTR UTRMW | 9:00-9:50 10:00-10:50 8:00-9:15 | PHY 113NAB 007NAB010 | | | | | | G | Instructor Information | Instructor | Office | Telephone | Email | Ghada Alobaidi | NAB 249 | 06 515 2754 | galobaidi@aus.edu | Office Hours: UT: 11:00 – 12:30 , R: 11:00 – 12:00 or by appointment. | H | Course Description from Catalog | Covers techniques of integration, improper integrals, sequences, infinite series, power series, parameterized curves, polar coordinates, integration in polar coordinates and complex numbers. | I | Course Learning Outcomes | Upon completion of the course, students will be able to: * Read, analyze, and apply to problems, written material related to the study of calculus. * Use the appropriate technique(s) – including integration by parts, trigonometric substitutions, partial fractions, etc. to integrate algebraic, logarithmic, exponential, trigonometric, and composite functions. * Evaluate improper integrals and test them for convergence. * Compute arc length and surface area of revolution of graphs and parametric curves. * Graph polar curves and find enclosed area and arc length. * Apply theorems about limits of...
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...sure that you put your course number in the subject heading (eg. COMP 150 AB2) and send it from your UFV email account. Otherwise, your email may be accidentally filtered/deleted. If I don’t respond in two days, please re-send the email or talk to me directly after class or during my office hours. Course Description This course is an introduction to structured computer programming. Students will study algorithms and top-down design, and will implement algorithms in a procedural programming language. Please refer to http://www.ufv.ca/calendar/CourseOutlines/PDFs/COMP/COMP150-20100423.pdf for further information. NOTE: COMP 150 or 152 (respectively) cannot be taken for further credit. Prerequisite B.C. Principles of Math 11 with a grade of C or better or MATH 085 with a C or better. Competent in computer skills. Course Text & Material Reference: Schaums’ Outline: Programming with C++ John Hubbard McGraw-Hill ISBN: 0-07-135346-1 Text: C++ for Everyone Cay Horstmann Wiley ISBN-13: 978-0-470-92713-7 Note: You may need a flash drive if you want to keep your own copy and transfer files. Other Course Resources Q:\cis\Jon Quah\comp150 It is your responsibility to check the website often as files may be added or updated at any time. Course Objectives/Outcomes On completion of this course, the student will be able to: * design a structured solution to a problem by repeatedly breaking the problem into a sequence of simpler sub problems, * implement...
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...ACTL1001 Final Exam Duration: 2 Hours Weighting: 55% Total marks: 100 Marks 4 Questions (All of different weighting) 1. Life Insurance (31%) Pricing calculations (toughest calculations in the paper!) Explanation and reasoning required behind choices, i.e. annotate your working!! Things to know + Expected Questions: • Types of life insurance - Life annuity - Term - Life perpetuity • Proofs: If there were to be a proof we are examined on, it would be on perpetuities (reason being it is easy to mark) • Insurance valuation (principle of equivalence) • Risk loading Types of Math Involved - Annuities or Perpetuities - CEV - Utility - Survival Functions - Life Tables - Probability of Ruin - Principle of Equivalence - Super contribution question - FAS calculations - Reserve calculations 2. Health Insurance (14%) 2 questions worded similarly to those in the tutorial exercises (Week 6: Health Insurance) Brian will be marking this section. Have concise reasoning. There will be no math in this section. Since it is only 14 marks, you should only have 1.5 pages MAX for your response. The question is based more on the current structure of the healthcare system and how it reformed. Things to do • Gather a group of people to share and compare your answers to the health insurance tutorial questions. • Consider reading the IBIS report for health insurance • This is a qualitative question, taken from the tutorial homework 3. General Insurance...
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...MATH 55 SOLUTION SET—SOLUTION SET #5 Note. Any typos or errors in this solution set should be reported to the GSI at isammis@math.berkeley.edu 4.1.8. How many different three-letter initials with none of the letters repeated can people have. Solution. One has 26 choices for the first initial, 25 for the second, and 24 for the third, for a total of (26)(25)(24) possible initials. 4.1.18. How many positive integers less than 1000 (a) are divisible by 7? (b) are divisible by 7 but not by 11? (c) are divisible by both 7 and 11? (d) are divisible by either 7 or 11? (e) are divisible by exactly one of 7 or 11? (f ) are divisible by neither 7 nor 11? (g) have distinct digits? (h) have distinct digits and are even? Solution. (a) Every 7th number is divisible by 7. Since 1000 = (7)(142) + 6, there are 142 multiples of seven less than 1000. (b) Every 77th number is divisible by 77. Since 1000 = (77)(12) + 76, there are 12 multiples of 77 less than 1000. We don’t want to count these, so there are 142 − 12 = 130 multiples of 7 but not 11 less than 1000. (c) We just figured this out to get (b)—there are 12. (d) Since 1000 = (11)(90) + 10, there are 90 multiples of 11 less than 1000. Now, if we add the 142 multiples of 7 to this, we get 232, but in doing this we’ve counted each multiple of 77 twice. We can correct for this by subtracting off the 12 items that we’ve counted twice. Thus, there are 232-12=220 positive integers less than 1000 divisible by 7 or 11. (e) If we want to exclude the multiples...
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...Final Paper Magean Black Liberty University Teachers now days have so many tools available to use to help teach math. “The teaching of mathematics has changed dramatically in one particular are in the past ten years, the use of technology” (Ridener & Fritzer p. 96).Giving the students a new way of learning, instead of just hearing their teacher talk will help the student get involved in wanting to learn. Not all children learn by just listening to the teacher talk. Using concrete objects and technology is very helpful for teaching math and it also is good for the kinetic learners. Keeping up with technology and the latest trends will help teachers keep their students attention in learning. One tool that I like to use a lot and will use when I start teaching is the Cuisenaire rods. Cuisenaire rods are rods that come in ten different sizes and come in different colors including: white, red, green, purple, yellow, dark green, black, brown, blue, and orange. You can either provide them for all the students or you can have one set and let the children make their own, that way they can use them at home. Cuisenaire rods give the children a range of opportunity to learn in math in a hands -on approach, weather the subject be fractions, measurements, or multiplication. One way that you can teach your students using the Cuisenaire rods are when teaching fractions. Fractions are always tough for most students to understand and having this tool will give them different ways...
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...Math – Final Exam Vet 110 Name: _______________________ Date: _______________________ Good luck! ( Identify the highest value: 1) 3.7 4.1 2.9 2) 5.4 6.2 4.7 3) 1.2 1.5 1.7 Add the following decimals: 4) 1.35 + 2.42 = ________ 5) 2.8 + 0.03 = ________ Subtract the following decimals: 6) 2.3 – 1.45 = ________ 7) 10.25 – 1.47 = ________ Multiply the following: 8) 1.37 x 0.02 = ________ 9) 0.31 x 0.04 = ________ Eliminate the decimal: 10) 5.25 = ________ 0.3 Solve the following equations; express your answer to the nearest tenth. 11) 12 x 500 x 2000 x 1 = ________ 1 2700 1 60 12) 0.35 x 2.5 = ________ 7. 0.7 13) How many tablets will be needed to give the following dose? The tablets are labeled 1.2 mg. The order is for 0.6 mg. ________ tablet(s) 14) Reduce the following as far as possible: 124 76 = ___________________________ 15) Express the following division to the nearest tenth: 5.7 1.46 = __________________________ 16) Solve the following equation. Express answer to the nearest tenth. 30 x 50 x 10 x 415 1 550 1250 1 = ____________________ Write the following metric measures using their abbreviations and notation rules. 17) Four hundredth of a gram ___________ 18) ...
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...Math 114—Readings and Assignment for Week of 10/14/13 and 10/21/13) Readings for the week of 10/14: * 14.4, 14.5, 14.7 * Note to those who missed class 10/9: section 14.6–tangent planes and differentials was covered 10/9 Readings for the week of 10/21: * 14.8; 15.1 Recitation will be the first part of any class when an assignment is due—you may ask about any problem which caused you difficulties, not just those you are to turn in. Problems to be turned in Mon. 10/21: From the text: selected core problems from sections 14.1: 34, 35, 36, 39, 50, 55, 62, 65. 14.2: 16, 41, 49, 56, 61. 14.3: 39, 46, 54, 63, 65, 73, 83, 90. Problems to be turned in Wed. 10/23: 14.4: 14, 25, 31, 35, 41, 45, 50, 51. 14.5: 3, 8, 13, 21, 26, 29, 34, 39 14.6: 24, 33, 42, 49, 54, 58, 61, 67. From the text: selected core problems from sections Problems to be turned in Mon. 10/28: From the text: selected core problems from sections 14.7: 31, 41, 44, 49, 59, 65. 14.8: 29, 31, 42, 43. SCHEDULE CHANGES (revised lecture/exam schedule to be posted shortly—posted 10/9) EXAM 2 is rescheduled for Wed. 10/30 and will include Ch 13.4-13.6 and ALL sections of Ch 14. The exam format will be very similar to Exam 1. The material from section 15.2 & 15.3 will be covered on Monday, 10/28. EXAM 3 will cover ALL of Ch 15 plus sections 16.1-16.3; the date remains MONDAY 25 NOVEMBER. THE FINAL WILL BE 12/16 as previously posted, likely in...
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...United States Students Lag in Math and Science United States high school seniors scored near or at the bottom of a multinational study of student performance in science and mathematics, according to results released on February 24, 1998. Final results from the Third International Mathematics and Science Study (TIMSS), said to be the most comprehensive ever, also showed that U.S. students' aptitude for mathematics and science declines as they get older. Conducted in 1995, TIMSS tested student abilities in general mathematics, general science, advanced mathematics, and physics. In general mathematics and general science the Netherlands and Sweden took top honors, while the United States ranked 19th and 16th, respectively, in a field of 21 nations. Top-level U.S. students fared even worse, finishing 15th out of 16 countries in advanced mathematics and placing 16th—dead last—in physics. France and Norway, respectively, finished first in those disciplines. Asian nations scored highest in earlier TIMSS studies of fourth and eighth graders, but chose not to participate in the high school study. United States Secretary of Education Richard Riley called the results “entirely unacceptable” and said they “confirm our need to raise our standards of achievement, testing, and teaching.” Students must be encouraged to “understand the importance of math and science,” Riley said. Only 25 percent of U.S. high school students take physics and only 10 percent take calculus, Riley said. Meanwhile...
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...Payton arrived home from her school soccer game, she rushed to finish all of the homework she was bombarded with, while not caring about how it turned out. She was shoving her dinner down her mouth as the sun started to set and it kept getting later in the night. She opened her math textbook and started studying for her substantial math test tomorrow which determines the majority of her grade. Now, it was eleven o'clock at night and pitch dark outside. Payton is delighted as she walks up to her bedroom and sees her bed and falls fast asleep after a long drooping day. It is now early in the morning, the bus comes in thirty minutes. Payton hears her mom calling for her to get out of bed, but she is struggling to wake up. Twenty more minutes pass by and her mom calls again and Payton is forced to wake herself up and jump out of bed. The sky is still black, just like it was before Payton went to sleep....
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...Quiz 1 Status | Completed | Score | 100 out of 100 points | Instructions | This quiz is only 5 questions long. Please remember that only 8 quizzes are mandatory( I drop the lowest 4 quizzes for your overall quiz average). | | * Question 1 20 out of 20 points | | | A placebo can always be implemented in an experiment, and given to the control group.Answer | | | | | Selected Answer: | b. False | Correct Answer: | b. False | Answer Feedback: | While it IS true that when used, a placebo is given to the CONTROL group, it is NOT true that it can ALWAYS be used. If any part of a true/false question is false, the answer is FALSE. There is an example of a experiment in the textbook where a placebo could not have been used. It is on page 7 of Ch. 2. It is talking about "The Portacaval Shunt". Here, we see that a placebo cannot be used, as we cannot trick someone into thinking that they have had surgery performed on them. With surgery, the researcher cannot, for example, give someone something like a sugar pill for a placebo. | | | | | * Question 2 20 out of 20 points | | | In an Observational Study,Answer | | | | | Selected Answer: | b. the subjects put themselves into treatment or control | Correct Answer: | b. the subjects put themselves into treatment or control | | | | | * Question 3 20 out of 20 points | | | If the control group is comparable to the treatment group, apart from...
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...Apologetics Application Paper: Part 1 (Grading Rubric) [pic] Late 10% or 6 points. TOTAL SCORE Apologetics Application Paper Instructions Choose a non-Christian target audience (see below for choices). Write a paper that demonstrates a solid working knowledge of the assigned course readings and accomplishes the following: 1. Summarize the worldview of that audience by using the main worldview categories discussed in the assigned course reading. This section of the paper must be approximately 1 full page. 2. Use Groothuis’ criteria for evaluating worldviews in order to reveal the significant ways in which the selected audience’s worldview fails in providing a livable, comprehensive system. This section of the paper must be 2–3 pages. 3. Discuss how Christianity can correct the selected worldview and offer a more reasonable alternative to the challenges faced. This section of the paper must be 3–4 pages in length. 4. Develop a plan to share and defend the Christian worldview with someone in the target audience. Take into consideration at least 2 of the following: the problem of evil; 2–3 theistic arguments; defense of the resurrection of Jesus; defense of objective truth and moral values. This section of the paper must be 3–4 pages. In addition to these requirements, the paper must have a proper introduction and conclusion and must follow the structure of a standard academic essay. When including both the proper introduction and...
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...CHAPTER I INTRODUCTION Background of the Study In any educational system there are three primary aspects of the learning-teaching process which are geared towards its end goal- that of growth and progress in knowledge, skills, abilities and attitudes of the students. First, educational goals are established either implicitly or explicitly. Secondly, learning experiences are designed to carry out the attainment of the goals. Finally, an evaluation is conducted to determine the extent to which the objectives have been established. This evaluation aspect has become the focus of study in the educational field. Evaluation involves the summing-up processes in which value judgments play a large part, as in grading and promoting students. Most educators considered that a school’s main business is promoting growth towards desirable and societal objectives; fewer agree on who should judge the desirability of these objectives. However, since all schools focus on student progress as the ultimate criterion, it is important to evaluate the status and gains of students expertly. If our evaluation procedures are poor, then the quality of the information on which we make judgments can not be adequate. Measurement and evaluation are indispensable to the growth of scientific education. They encompass judgments made by teachers and administrators. An important phase of this educational process involves the construction, administration, and scoring of tests. Before it is possible...
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...English. In learning English, there are four language skills that have to be mastered by learner. According Ronny (2009), we have to learn at least four language skills: (1) listening (2) speaking (3) reading (4) writing. Every aspects on the process of teaching and learning, assessing students, giving instruction, even the books are in English. That is why the students are supposed to be master in English to make them easy to understand another lesson – in this case it is Mathematics. Students have to take the time to study English before they study another lesson. Understanding the relationship between language and mathematics learning is crucial in designing mathematics and English instruction for students who are English Learners and/or math learners. Learning mathematics requires multiple and complex linguistic skills that...
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...Factors Affecting Student Academic Success in Gateway Courses at Northern Arizona University Russell Benford Julie Gess-Newsome Center for Science Teaching and Learning Northern Arizona University Flagstaff, AZ 86011-5697 May 24, 2006 Factors Affecting Student Academic Success in Gateway Courses at Northern Arizona University Table of Contents Section Abstract Introduction Predictors of Student Achievement in Introductory Business, Mathematics, and Science Courses Predictors of Student Achievement in Business, Marketing, and Economics Predictors of Student Achievement in Mathematics Predictors of Student Achievement in Computer Science Predictors of Student Achievement in Physics Predictors of Student Achievement in Chemistry Predictors of Student Achievement in Biology Summary of Factors That Predict Student Success in Introductory Business, Mathematics, and Science Courses Interpreting Results of Predictive Studies in Business, Mathematics, and Science Education Methods Institutional Records and Public Data ABC and DFW Rates in Gateway Courses Characterizing ABC and DFW Students Student Survey Page 4 5 10 11 13 15 18 20 21 24 27 30 31 32 34 35 1 Characterizing Students’ Educational and Socioeconomic Contexts Characterizing Gateway Classrooms and Courses Development of Predictive Model Results Course-Oriented ABC and DFW Statistics ABC and DFW Rates in Gateway Courses Teaching Styles Used in Gateway Courses Student-Oriented ABC and DFW Statistics Student...
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