This Project has been completed as part of a standard 10 weeks Calculus 1 asynchronous online course with optional WebEx sessions during Summer 2021 Semester at MassBay Community College, Wellesley Hills, MA.
An Open Education Resource
Short Description:
Mathematical modelling plays an increasingly important role in almost any area of life sciences, and this interactive textbook focuses on the areas of population ecology, infectious diseases, immunology and cell dynamics, gene networks and pharmacokinetics. It is aimed at anyone who is interested in learning about how to model biological systems, including undergraduate and postgraduate mathematics students who have not studied mathematical biology before, life-sciences students with an interest in modelling, and post-16 mathematics students interested in university-level material. Some mathematical knowledge is assumed, and the mathematical models used are all in the form of ordinary differential equations.
Word Count: 41598
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To Interpret the meaning of areas associated with the graph of a rate of change in context.
Analysis I (18.100) in its various versions covers fundamentals of mathematical analysis: continuity, differentiability, some form of the Riemann integral, sequences and series of numbers and functions, uniform convergence with applications to interchange of limit operations, some point-set topology, including some work in Euclidean n-space.
MIT students may choose to take one of three versions of 18.100: Option A (18.100A) chooses less abstract definitions and proofs, and gives applications where possible. Option B (18.100B) is more demanding and for students with more mathematical maturity; it places more emphasis from the beginning on point-set topology and n-space, whereas Option A is concerned primarily with analysis on the real line, saving for the last weeks work in 2-space (the plane) and its point-set topology. Option C (18.100C) is a 15-unit variant of Option B, with further instruction and practice in written and oral communication.
This textbook, or really a “coursebook” for a college freshman-level class, has been updated for Spring 2014 and provides an introduction to programming and problem solving using both Matlab and Mathcad. We provide a balanced selection of introductory exercises and real-world problems (i.e. no “contrived” problems). We include many examples and screenshots to guide the reader. We assume no prior knowledge of Matlab or Mathcad.
This is a text for a two-term course in introductory real analysis for junior or senior mathematics majors and science students with a serious interest in mathematics. Prospective educators or mathematically gifted high school students can also benefit from the mathematical maturity that can be gained from an introductory real analysis course.
The book is designed to fill the gaps left in the development of calculus as it is usually presented in an elementary course, and to provide the background required for insight into more advanced courses in pure and applied mathematics. The standard elementary calculus sequence is the only specific prerequisite for Chapters 1–5, which deal with real-valued functions. (However, other analysis oriented courses, such as elementary differential equation, also provide useful preparatory experience.) Chapters 6 and 7 require a working knowledge of determinants, matrices and linear transformations, typically available from a first course in linear algebra. Chapter 8 is accessible after completion of Chapters 1–5.
A Standards-Based Approach to the Foundations of Calculus
Word Count: 17914
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This is an open-access textbook for calculus-based introductory physics courses. Anyone that complies with the license is welcome to modify and use this work for their own use, and we hope that you will choose to contribute. The textbook is specifically intended for a flipped-classroom approach, wherein students complete readings at home and the material is then discussed in class. The textbook thus contains questions and activities to engage readers. This text also includes a curriculum in experimental physics, detailing the scientific method and process, suggesting experiments to perform at home and in the lab, and has chapters that cover: writing and reviewing proposals, writing and reviewing reports, analyzing data, as well as an introduction to python. Finally, this textbook was written with many contributions from students! We hope that you may find it useful, and we are interested to know if you are using it!
Le frazioni che hanno al denominatore 10, 100, 100, 10000 sono dette frazioni decimali.Tutte le frazioni decimali possono essere scritte sotto forma di numeri decimali.Come possiamo procedere?-Poichè la frazione corrisponde ad una divisione, possiamo dividere il numeratore per il denominatore.es:12/10= 12:10 = 1,27/100 = 7:100 = 0,0715/1000 = 15:1000 = 0,015-Oppure possiamo scrivere il numeratore ed inserire la virgola in modo che vi siano tante cifre decimali quanti sono gli zeri del denominatore.Es:1545/100 = 15,451467/10 = 146,7 -Viceversa, per trasformare un numero decimale in frazione decimale si scrive una frazione che ha al numeratore il numero senza virgola, mentre il denominatore sarà 10, 100, 1000 a seconda delle cifre decimali del numero di partenza.Es:1,6 = 16/1014,45 = 1445/1002,347 = 2347/1000ESEGUI GLI ESERCIZI
Un'introduzione alle potenze per alunni stranieri e utenti dei CPIA
This Project has been completed as part of a standard 10 weeks Calculus 3 asynhronous online course with optional office hours during Summer 2022 semester at MassBay Community College, Wellesley Hills, MA.
It decribes important formule of linear differential equations.
It decribes important formule of linear differential equations.
Introduction to the theory and techniques of differential and integral calculus of elementary functions with emphasis on applications in business and finance, taught both online and in-person in Fall 2022 at Yavapai College. Note: Computer use and graphing calculator required (TI-83/84 recommended).This course makes use of an embedded OER textbook, but also uses Lumen OHM homework assignments; these require a subscription to Lumen, which in this instance was provided by the institution. In cases where that is not possible, the homework assignments will need to be replaced, or students will have to pay a fee to access the homework. Contact Lumen to find out more about student access to its homework platforms.
Precalculus Course with newly added video content in Spanish in weeks 01 and 02, more to come.
Math of Biological/Management/Social Sciences presents intuitive development of the calculus of polynomial, exponential and logarithmic functions, and extrema theory and applications.
Course Outcomes:
1. Apply calculus to solve problems with confidence, persistence, and openness to alternate approaches.
2. Interpret and communicate the concepts of rates of change and derivatives.
3. Connect the graphical behavior, numerical patterns and symbolic representations of function and derivatives.
4. Collaborate to solve calculus problems related to their field of study.
5. Recognize when and how to proficiently apply calculus tools to solve problems in business management, social sciences and and biological sciences.
6. Use a graphing calculator and/or other technology to solve applied problems.
A Google Drive folder created by Kevin Fink of materials for Math 2231 - Calculus with Analytical Geometry at the College of DuPage. This is intended to be a foundation for anyone wanting to teach Math 2231 where students would need to spend little to no money for materials during the semester. Includes links to a textbook on openstax, a myopenmath shell template, links to lecture videos, supplemental homework assignments and answers, and the materials for an Area project about approximating area under curves.This resource will be updated as needed. For the google drive folder and the most recent version, visit: https://drive.google.com/drive/folders/1KhhTIXOT2a0oEX1hqMIhDsNi4DaO6NSk?usp=sharing
This is a rigorous, open, and equitable Calculus I class. It follows the OpenStax Calculus I book and uses the MyOpenMath course created by Larry Green and the ZTC grant as homework and extra resources. As well as lecture notes and worksheets created in Microsoft Word.
The structure of the course is that it follows a flipped class model, where students are required to watch lecture video created off of the lecture notes. Then students work on sectional exercises embedded in Canvas from MyOpenMath and work by themselves on the hard worksheet before the last day of the class during the week. On that day of class students will have the opportunity to work in groups on the worksheet problems.
They will be motivated to work on the problems in their groups because they will then teach the professor their random problem received as well as their group mates have points associated with their group mates work. The way they do this is through a program called GoReact that is embedded in Canvas. The main thing about this program is that students can easily share a recorded video of them teaching the math to the professor and the professor in turn can give video feedback telling the student how much they rock or letting them know what went wrong. These Teach Me Video are the foundation of the course and are the only thing the professor grades for the week unless there is a test. They are fun for both the instructor and students and increase the teacher student relationship as well as the student to student relationship. It is also easy to bump the Teach Me Videos up to make students who didn't fully understand the problem by making them redo the video to get some points back.
Word Count: 28360
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We all know that calculus courses such as 18.01 Single Variable Calculus and 18.02 Multivariable Calculus cover univariate and vector calculus, respectively. Modern applications such as machine learning and large-scale optimization require the next big step, "matrix calculus" and calculus on arbitrary vector spaces.
This class covers a coherent approach to matrix calculus showing techniques that allow you to think of a matrix holistically (not just as an array of scalars), generalize and compute derivatives of important matrix factorizations and many other complicated-looking operations, and understand how differentiation formulas must be reimagined in large-scale computing.