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A Collection Of Problems On Course Of Mathemati... [TOP]

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A Collection of Problems on Course of Mathemati...


Geometric congruence, similarity, area, surface area, volume, introductory trigonometry; emphasis on logical reasoning skills and the solution of applied problems. This course may not be used to satisfy the basic minimum requirements for graduation in any baccalaureate degree program.

Mathematical analysis of sustainability: measurement, flows, networks, rates of change, uncertainty and risk, applying analysis in decision making; using quantitative evidence to support arguments; examples. MATH 033 Mathematics for Sustainability (3) (GQ) This course is one of several offered by the mathematics department with the goal of helping students from non-technical majors partially satisfy their general education quantification requirement. It is designed to provide an introduction to various mathematical modeling techniques, with an emphasis on examples related to environmental and economic sustainability. The course may be used to fulfill three credits of the GQ requirement for some majors, but it does not serve as a prerequisite for any mathematics courses and should be treated as a terminal course. The course provides students with the mathematical background and quantitative reasoning skills necessary to engage as informed citizens in discussions of sustainability related to climate change, resources, pollution, recycling, economic change, and similar matters of public interest. Students apply these skills through writing projects that require quantitative evidence to support an argument. The mathematical content of the course spans six key areas: "measuring" (representing information by numbers, problems of measurement, units, estimation skills); "flowing" (building and analyzing stock-flow models, calculations using units of energy and power, dynamic equilibria in stock-flow systems, the energy balance of the earth-sun system and the greenhouse effect); "connecting" (networks, the bystander effect, feedbacks in stock-flow models); "changing" (out-of-equilibrium stock-flow systems, exponential models, stability of equilibria in stock-flow systems, sensitivity of equilibria to changes in a parameter, tipping points in stock-flow models); "risking" (probability, expectation, bayesian inference, risk vs uncertainty; "deciding" (discounting, uses and limitations of cost-benefit analysis, introduction to game theory and the tragedy of the commons, market-based mechanisms for pollution abatement, ethical considerations).

This course will provide students with the mathematical background and quantitative skills needed to make sound financial decisions. This course introduces personal finance topics including simple interest, simple discount, compound interest, annuities, investments, retirement plans, inflation, depreciation, taxes, credit cards, mortgages, and car leasing. Students will learn how to use linear equations, exponential and logarithmic equations, and arithmetic and geometric sequences to solve real world financial problems. Students will answer questions such as, What is the most they can afford to pay for a car? How much do they need to invest in their 401(k) account each month to retire comfortably? What credit card is the best option? In a society where consumers are presented with a vast array of financial products and providers, students are enabled to evaluate options and make informed, strategic decisions. This course may be used by students from non-technical majors to satisfy 3 credits of their General Education Quantification (GQ) requirement. This course does not serve as a prerequisite for any mathematics courses and should be treated as a terminal course.

Finite math includes topics of mathematics which deal with finite sets. Sets and formal logic are modern concepts created by mathematicians in the mid 19th and early 20th centuries to provide a foundation for mathematical reasoning. Sets and formal logic have lead to profound mathematical discoveries and have helped to create the field of computer science in the 20th century. Today, sets and formal logic are taught as core concepts upon which all mathematics can be built. In this course, students learn the elementary mathematics of logic and sets. Logic is the symbolic, algebraic way of representing and analyzing statements and sentences. While students will get just a brief introduction to logic, the mathematics used in logic are found at the heart of computer programming and in designing electrical circuits. Problems of counting various kinds of sets lead to the study of combinatorics, the art of advanced counting. For example, if a room has twenty chairs and twelve people, in how many ways can these people occupy the chairs? And are you accounting for differences in who sits in particular chairs, or does it only matter whether a chair has a body in it? These kinds of counting problems are the basis for probability. In order to calculate the chance of a particular event occurring you must be able to count all the possible outcomes. MATH 37 is intended for students seeking core knowledge in combinatorics, probability and mathematical logic but not requiring further course work in mathematics. Students entering the class will benefit from having some experience with basic algebra and solving word problems. The course may be used to fulfill three credits of the quantification portion of the general education requirement for some majors, but does not serve as a prerequisite for any mathematics courses and should be treated as a terminal course. Class size, frequency of offering, and evaluation methods will vary by location and instructor. For these details check the specific course syllabus.

Many problems we have to solve in day-to-day practice require the simultaneous determination of several different but interrelated unknowns. Although many problems of this form have been studied throughout the long history of mathematics, only in the early 20th century did the systematic approach we now refer to as linear algebra emerge. Matrices and linear algebra are now accepted as the single most essential tool need for the solution of these problems. In addition, linear algebra provides students their first introduction to the concept of dimension in an abstract setting where things with 4, 5, or even more dimensions are often encountered. In the simplest situations, many of these problems can be represented as A x = b, where x is our vector of unknowns, A is a matrix, and b is a vector of constants. MATH 38 is intended for students requiring some understanding of the concepts of linear algebra for their major, but not requiring any calculus course work. Students who are also required to take calculus course work should instead take MATH 220 after completion of an appropriate prerequisite.

Math 83 is the third course in an applied mathematics sequence. Math 81; Math 82; Math 83; Math 210; Math 211. It addresses the needs of engineering technology majors, and emphasizes technology and applications. Math 83 is an introduction to differential and integral calculus, with some differential equations. Specific course topics include: limits: derivatives; implicit differentiation; related rates and extrema problems; curve sketching; numerical and symbolic integration; applications of differentiation; and differential equations.

Business Calculus is a critical component in the education of any business, financial, or economics professional who uses quantitative analysis. This course introduces and develops the mathematical skills required for analyzing change, and the underlying mathematical behaviors that model real-life economics and financial applications. The primary goal of our business calculus courses is to develop the students' knowledge of calculus techniques, and to use a calculus framework to develop critical thinking and problem solving skills. The concept of a limit of a function/model is central to differential calculus; MATH 110 begins with a study of this concept, its geometric and analytical interpretation, and its use in the definition of the derivative. Differential calculus topics include: derivatives and their applications to rates of change, related rates, optimization, and graphing techniques. Target applications focus mainly on business applications, e.g. supply/demand models, elasticity, logistical growth, and marginal analysis within Cost, Revenue, and Profit models. Integral Calculus begins with the Fundamental Theorem of Calculus, integrating the fields of differential and integral calculus. Antidifferentiation techniques are used in applications focused on finding areas enclosed by functions, consumer and producer surplus, present and future values of income streams, annuities, and perpetuities, and the resolution of initial value problems within a business context. Students may only take one course for credit from MATH 110, 140, 140A, 140B, and 140H.

This course is the first in a sequence of three calculus courses designed for students in the earth and mineral sciences and related fields. Topics include limits of functions, continuity; the definition of the derivative, various rules for computing derivatives (such as the product rule, quotient rule, and chain rule), implicit differentiation, higher-order derivatives, solving related rate problems, and applications of differentiation such as curve sketching, optimization problems, and Newton's method; the definition of the definite integral, computation of areas, the Fundamental Theorem of Calculus, integration by substitution, and various applications of integration such as computation of areas between two curves, volumes of solids, and work.

Topics in calculus with an emphasis on applications in engineering technology. MATH 210 Calculus with Engineering Technology Applications (3) is a three-credit course to be taken either after the MATH 81, MATH 82, MATH 83 sequence or after a semester of college-level calculus. The content of the course is geared toward the needs of engineering technology majors and places a large emphasis on technology and applications. The course provides mathematical tools required in the upper division engineering technology courses. A primary goal is to have students use technology to solve more realistic problems than the standard simplistic ones that can be solved by "pencil and paper." Student evaluation will be performed through exams, quizzes, graded assignments, and a cumulative final exam. It is expected that MTHBD 210 will be offered every semester with an enrollment of 44-80 students. 041b061a72


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