...MAT 117 Week 8 CONCEPT APPLICATION Answer the following questions. Use Equation Editor or MathType when writing mathematical expressions or equations. Points will be deducted if a math editor is not used to properly format your work. First, download and save this file to your hard drive by selecting Save As from the File menu. Save with the filename: yourLastnameFirstnameMat117Week8CA. Click the 3rd column to enter your work, the rows will automatically expand as you enter text. Attach your completed document and post to the Assignments Section. |# | |Show your work and final answer in this column. |- Pts |+ Pts | | | |Include units when applicable. | | | |1 |A plasma TV company determines that its total profit on the production and sale of x TVs is given by: [pic] | |0 |0 | |a |Will the graph of this function open up or down? | | |2 | | |How can you tell by looking at the equation? | | | | |b |As the number of TV’s produced increases, what | | |2 | | |happens with the profit? | ...
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...a document like this, so I wrote one. You’ll notice that “significant figures” have not been rigidly observed in the numerical examples. That’s because this book is directed at students who need help in getting any correct numbers to round off. If you find this booklet to be useful or else worth exactly what it costs and/or have any suggestions, please write to me at murdock@tntech.edu To the Students: Your college science courses may very well require you to do some mathematics (algebra, trig) and some work with a scientific calculator. You may not have been warned about this when you wrote that check for your tuition, but it’s too late now! Bwaahh-hah-Haah! . i ii PREFACE! In this booklet I’ve tried to pick out the bits of your math courses that you will really need to get through your first courses in physics and chemistry. In addition, I give some directions on...
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...Syllabus MAT 102 Intermediate Algebra 3 credit hours 3 contact hours (3 lecture hours) Catalog Description This course includes the study of linear systems and applications; quadratic expressions, equations, functions and graphs; and rational and radical expressions and functions. Prerequisite MAT 101 or MAT 152 (C or higher) or appropriate placement score What will I learn? At the end of this course, you should be able to: 1. Simplify an algebraic expression involving exponents, radicals, or fractions. 2. Solve equations and formulas of first and second degree, and first-degree inequalities, for an indicated unknown or variable. 3. Graph a linear function and identify its slope and intercepts. 4. Graph a quadratic function and identify its vertex and intercepts. Textbook and Required Materials The custom edition of Elementary and Intermediate Algebra, 4th edition by Tom Carson and Bill Jordan packaged with access to MyLabsPlus, available in the TTC Bookstore and a TI-83 or TI-84 calculator MyLabsPlus Departmental Homework Policy Students must complete each section of homework within a unit in MyLabsPlus with a score of 90% or better (on each section, NOT a unit average) in order to receive a grade for the unit exam. Homework mastery must be completed before the unit exam is given and by the deadline stated by your instructor. Each section of homework is open for the entire unit, and each individual problem has unlimited...
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...MAPÚA INSTITUTE OF TECHNOLOGY Department of Mathematics COURSE SYLLABUS 1. Course Code: Math 10-3 2. Course Title: Algebra 3. Pre-requisite: none 4. Co-requisite: none 5. Credit: 3 units 6. Course Description: This course covers discussions on a wide range of topics necessary to meet the demands of college mathematics. The course discussion starts with an introductory set theories then progresses to cover the following topics: the real number system, algebraic expressions, rational expressions, rational exponents and radicals, linear and quadratic equations and their applications, inequalities, and ratio, proportion and variations. 7. Student Outcomes and Relationship to Program Educational Objectives Student Outcomes Program Educational Objectives 1 2 (a) an ability to apply knowledge of mathematics, science, and engineering √ (b) an ability to design and conduct experiments, as well as to analyze and interpret from data √ (c) an ability to design a system, component, or process to meet desired needs √ (d) an ability to function on multidisciplinary teams √ √ (e) an ability to identify, formulate, and solve engineering problems √ (f) an understanding of professional and ethical responsibility √ (g) an ability to communicate effectively √ √ (h) the broad education necessary to understand the impact of engineering solutions in the global and societal context √ √ (i) a recognition of the need for, and an ability to engage...
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...B U S COURSE NO. : Math 18 PROGRAM: B.S. in Business Administration DESCRIPTIVE TITLE : Quantitative Techniques YEAR AND SECTION: 3A, 3B, 3C, 3D CREDIT : 3 Units SCHOOL YEAR: 1ST SEMESTER 2013-2014 COURSE DESCRIPTION: This course is designed for Commerce and Accountancy students which deals with the basic algebraic expressions, linear equations and inequalities, solving problems in a linear programming involving graphical method, simplex method, transportation method and assignment method, the break even analysis, the decision theory, business forecasting and inventory. GRADING SYSTEM: To obtain a passing mark, students should at least master 75% of the lesson. Computations of grades are shown below: For Prelim, Midterm and Final: |Class Standing (70%) |Examination (30%) | |Quizzes (20%) |Assignment (10%) |Project(20%) |Participation(20%) | | |Tentative Grade = Class standing + Examination | |Final Grade = Prelim (30%) + Midterm (30%) + Final (40%) | COURSE CONTENT: |Time Allotment |Unit Content ...
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...the new school year Expected time for completion jnewman@nburlington.com mdodd@nburlington.com Administrative Contact Information Approximately 6 hours Note: The time required to complete this assignment will vary. This is only a rough estimate to help with planning. Students should keep in mind their own study habits and pace of work while budgeting time to complete this assignment. Ms. Amy Stella, Director of Instruction for Mathematics astella@nburlington.com (609) 298-3900 ext 2220 Purpose of assignment: Refine and practice skills learned in prior math courses to prepare for the Honors Precalculus mathematics curriculum. Preview style of benchmark assessments and evaluations that are administered throughout the year. Skills/Knowledge required for completion: This assignment reviews some of the basic concepts of solving all types of equations, functions, simplifying radicals, unit circle, trigonometry, systems of equations Grading: Completion of this assignment will count as the first practice grade for the school year (practice is worth 10% of each marking period). There will be an assessment after a short in-class review on the student’s knowledge of the review topics (assessments are worth 40% of each marking period). Name: _____________________________________ Student Self-Assessment Summer Assignment Reflection Rate yourself on the scale from one to four for each of the following statements: Absolutely! 1 Sort of 2 Not...
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...Mathematical Methods for Engineers 1 (MATH 1063) Calculus 1 (MATH 1054) Week 1 Lecture Contents: Functions, Models and Graphs 1. Functions and Mathematical Modelling Edwards and Penney, §1.1 2. Graphs Edwards and Penney, §1.2 3. Vertical Line Test Edwards and Penney, §1.2 Functions and Mathematical Modelling Functions are relationships between one variable and other(s). Some simple familiar functions are • The volume of a sphere in terms of its radius r is V = 4 πr 3 . 3 • The volume of a cylinder in terms of its radius r and height h is V = πr 2 h. • The distance travelled by a falling body dropping from rest after t seconds is s = 1 gt2 . 2 Here s will be in metres if the gravitational acceleration is g ≈ 9.8 m/s2 . Edwards and Penney give the formal definition of a function as Definition. A real-valued function f defined on a set D of real numbers is a rule that assigns to each number x in D exactly one real number, denoted by f (x). Definition. The set D of all numbers for which f (x) is defined is called the domain of the function f and the set of all values y = f (x) is called the range of f . We can represent this pictorially as Domain Range f (x) x f (u) u f (v) v 1 We call x the independent variable and y the dependent variable because the value of y depends, through f , on the choice of x. Example 1. Consider y = f (x) = 2x2 − 6x + 5. (a) What values can x and y take? (b) Where does the straight line...
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...Review Notes for IB Standard Level Math © 2015-2016, Steve Muench steve.muench@gmail.com @stevemuench Please feel free to share the link to these notes http://bit.ly/ib-sl-maths-review-notes or my worked solutions to the November 2014 exam http://bit.ly/ib-sl-maths-nov-2014 or my worked solutions to the May 2015 (Timezone 2) exam http://bit.ly/ib-sl-maths-may-2015-tz2 or my worked solutions to the November 2015 exam https://bit.ly/ib-sl-maths-nov-2015 with any student you believe might benefit from them. If you downloaded these notes from a source other than the bit.ly link above, please check there to make sure you are reading the latest version. It may contain additional content and important corrections! April 8, 2016 1 Contents 1 Algebra 1.1 Rules of Basic Operations . . . . . . . . . . . . . . . . . . . . . 1.2 Rules of Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.3 Rules of Exponents . . . . . . . . . . . . . . . . . . . . . . . . . 1.4 Allowed and Disallowed Calculator Functions During the Exam 1.5 Sequences and Series . . . . . . . . . . . . . . . . . . . . . . . . 1.6 Arithmetic Sequences and Series . . . . . . . . . . . . . . . . . 1.7 Sum of Finite Arithmetic Series (u1 + · · · + un ) . . . . . . . . . 1.8 Partial Sum of Finite Arithmetic Series (uj + · · · + un ) . . . . . 1.9 Geometric Sequences and Series . . . . . . . . . . . . . . . . . . 1.10 Sum of Finite Geometric Series . . . . . . . . . . . . . . . . . . ...
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...1) Which hardware component performs arithmetic and logical operations? CPU 2) Which number system is used by a computer? Binary system (base 2) 3) What is an object program? An object program is a program into which some other program is translated by an assembler or a compiler 4) What is linking? A linker combines object programs with other programs in the library to create executable code. 5) Which program loads the executable code from the main memory into the CPU for execution? The loader performs this function. 6) In a C++ program, preprocessor directives begin with which symbol? # symbol 7) In a C++ program, which program processes statements that begin with the symbol #? ( Preprocessor directives 8) What is programming? Programming...
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...advanced education in preparation for and furtherance ofglobal practice. The Institute engages in research with high socio-economic impact and reports on the results of such inquiries. The Institute brings to bear humanity's vast store ofknowledge on the problems ofindustry and community in order to make the Philippines and the world a better place. BASIC STUDIES EDUCATIONAL OBJECTIVES MISSION a b c d 2. 3. 4. To provide 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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...Egyptian Math This is a math course and I am from Egypt so what better to talk about than the practice of mathematics during the ancient Egyptian era. The use of organized mathematics in Egypt has been dated back to the third millennium BC. Egyptian mathematics was dominated by arithmetic, with an emphasis on measurement and calculation in geometry. With their vast knowledge of geometry, they were able to correctly calculate the areas of triangles, rectangles, and trapezoids and the volumes of figures such as bricks, cylinders, and pyramids. They were also able to build the Great Pyramid with extreme accuracy. Early surveyors found that the maximum error in fixing the length of the sides was only 0.63 of an inch, or less than 1/14000 of the total length. They also found that the error of the angles at the corners to be only 12", or about 1/27000 of a right angle (Smith 43). Three theories from mathematics were found to have been used in building the Great Pyramid. The first theory states that four equilateral triangles were placed together to build the pyramidal surface. The second theory states that the ratio of one of the sides to half of the height is the approximate value of P, or that the ratio of the perimeter to the height is 2P. It has been discovered that early pyramid builders may have conceived the idea that P equaled about 3.14. The third theory states that the angle of elevation of the passage leading to the principal chamber determines the latitude of...
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...teachers for the following topics: • set language and notation (paragraph number 1.5 of the specification) • function notation (paragraph number 3.2 of the specification) • calculus (paragraph number 3.4 of the specification). London Qualifications is one of the leading examining and awarding bodies in the UK and throughout the world. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. Through a network of UK and overseas offices, Edexcel International centres receive the support they need to help them deliver their education and training programmes to learners. For further information please call our International Customer Relations Unit Tel +44 (0) 20 7758 5656 Fax +44 (0) 20 7758 5959 International@edexcel.org.uk www.edexcel-international.org All the material in this publication is copyright © London Qualifications Limited 2004 Contents Introduction 1 Set language and notation 2 Function notation 10 Calculus 15 Support material on sets, functions and calculus for IGCSE Mathematics (4400) Introduction Most of the IGCSE mathematics specification is covered in standard GCSE mathematics textbooks. Examples of such textbooks are given on page 32 of the specification. The style of examination questions will be similar to that of the UK GCSE. However, there are some differences in content...
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...OBLONG, OBLONG WHERE DO WE BELONG? (Oblong Numbers) I. Introduction Math investigations engage one’s mind to formulate conjectures from observed numerical phenomenon. Patterns are being observed and these patterns are then translated into mathematical expressions such as the equation. Thus this investigation would lead to mathematical models that need to be proven. However, the formulation of a mathematical model is not an easy task. It requires skills and experience to device such. Then, after the modeling, it requires testing the model by verifying extreme cases and later proves that this model is true to all cases. This investigation involved two cases: (1) relationship exists between the number of columns and the number of dots (oblong numbers) and (2) relationship exists between the number of rows and the number of dots (oblong numbers). As we go further with the investigation, we’d come up with a mathematical model that leads to answer the aforementioned cases. Moreover, we are looking for the possible extent if there are still existing mathematical facts involving these cases that are uncovered and waiting to be explored. Situation: OBLONG NUMBERS are numbers which can be represented in a rectangular array having one dimension one unit longer than the other. [pic] II. Statement of the Problem This mathematical investigation aimed to ascertain the relationships exist between the number of columns/rows and the number of dots (oblong...
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...with a group in your class. The odd numbered questions from the text have an answer in the back of the text so you can check your solution. I am happy to discuss any of the practice questions in the tutorial or during my office hours. You can also get help from the Math and Stats Learning Centre (ER 3125). (1) You need to borrow $100, 000 to start your business. You can borrow from the bank at 10% interest and you can borrow from your life insurance policy at 12%. Your business plan budgets for $10, 100 in interest payments in the first year. How much do you borrow from the bank, and how much do you borrow from your life insurance? Solution. Step 1: Define the variables. Let B be the amount, in dollars, to be borrowed from the bank and let L be the amount, in dollars, to be borrowed from the life insurance policy. Step 2: Set up the mathematical problem. We have two equations. The first equation states that the total amount to be borrowed is $100, 000. That is, we must have B + L = 100, 000. The second equation states that the interest to be paid is $10, 100. That is, 0.1B + 0.12L = 10, 100. Together they give the following system of two equations in two variables. B + L = 100, 000 0.1B + 0.12L = 10, 100 (1) (2) Step 3: Solve the mathematical problem. We create the augmented matrix and reduce it. We have...
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...desire to strive for greatness step by step; by my freshman year I had entered into high school on a varsity level which had caught me by surprise. From now and then, I have developed into a student that has become known around school for running. I have reached my barrier of improving my running, and need some way to advance my running strategy and improve my time. My interest in the advancement of strategies in running, were triggered when I had first heard that math can be applicable during a race this year. To explain further, I had decided to do my investigation on running because I have been running since I was six years old, and have participated in both cross country and track for years. I am passionate about running and would even consider taking the challenge to a new level of even participating in cross country in college. Running has been a part of my life forever and I’m always up to the challenge of improving even just one factor that comes with strategizing my running. Since first hearing that math can be applicable to my races, I have begun researching “how a runner should determine their speed in order to run a given distance in the shortest time.” Figuring out how to advance my running strategies would help me to advance further into a college level. Aim of Exploration In my...
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