[Algebra And Trigonometry With Analytic Geometry (College Algebra And Trigonometry) Download
Everardo Laboy
Precalculus is a branch of mathematics that focuses on preparing students for calculus by covering topics such as functions, graphs, and trigonometry. Analytical geometry is a branch of mathematics that uses algebraic techniques to study geometric shapes and their properties.
The main difference between precalculus and analytical geometry is their focus. Precalculus is focused on preparing students for calculus, while analytical geometry is focused on using algebraic techniques to study geometric shapes.
Algebra and Trigonometry with Analytic Geometry (College Algebra and Trigonometry) download
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Yes, typically precalculus is a prerequisite for studying analytical geometry. This is because precalculus covers fundamental concepts and skills that are necessary for understanding analytical geometry.
Precalculus and analytical geometry are used in various fields such as engineering, physics, and economics. They provide a foundation for understanding and solving complex problems in these fields, making them valuable in real-life applications.
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.
Natural numbers; integers; rational numbers; decimals; ratio, proportion; percent; graphs; applications. Students who have passed MATH 001 may not schedule this course for credit. This course may not be used to satisfy the basic minimum requirements for graduation in any baccalaureate degree program.
Algebraic expressions; linear, absolute value equations and inequalities; lines; systems of linear equations; integral exponents; polynomials; factoring. This course may not be used to satisfy the basic minimum requirements for graduation in any baccalaureate degree program.
This course satisfies the General Education Qualification. Topics covered include visualizing and graphing data; evaluating the average rate of change; solving linear equations and inequalities; solving linear absolute value equations and inequalities; modeling with linear functions and discussion of interpolation; solving quadratic equations using different solution methods; solving quadratic inequalities; modeling with quadratic functions.
This course covers topics that include functions and their representations; distinguishing between types of functions; evaluating the average rate of change; factoring polynomials of general degree; solving polynomial inequalities; solving rational equations and inequalities; solving radical equations; modeling with polynomial and rational functions; finding and interpreting the meaning of inverse functions; solving exponential and logarithmic equations; modeling with exponential and logarithmic functions.
This course satisfies the General Education Qualification. Topics covered include angles and their measures; right triangle trigonometry; all six trigonometric functions and their representations; angle addition/subtraction and double angle identities; modeling with sine and cosine; applications of trigonometric functions; simple harmonic motions and other applications of trigonometric functions; inverse trigonometric functions; solving trigonometric equations; verifying identities; law of sines and law of cosines; vectors; polar equations; trigonometric form of complex numbers; other related topics as time permits.
This course is intended to build the specific quantitative reasoning skills needed by workers in Allied Health Professions, such as nurses or therapists. Students will become fluent in proportional reasoning in a variety of contexts, including unit conversion, drug dosage calculations, probability, and logarithmic scales. Students gain the tools to communicate and reason about covariation in scenarios such as exponential growth and decay. Student will also apply tools of probability and descriptive statistics to gain literacy in risk and uncertainty in health settings, such as making sense of effect sizes in research literature.
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.
This course presents a general view of a number of mathematical topics to a non-technical audience, often relating the mathematical topics to a historical context, and providing students with an opportunity to engage with the mathematics at an introductory level. Although some variation in topics covered may take place among different instructors at different campuses, an example of such a course focuses on a number theory theme throughout the course, beginning with the Greeks' view of integers, the concept of divisors, the calculation of greatest common divisors (which originates with Euclid), the significance of the prime numbers, the infinitude of the set of prime numbers (also known to the ancient Greeks), work on perfect numbers (which continues to be a topic of research today), and the work of Pythagoras and his famous Theorem. The course then transitions to the work of European mathematicians such as Euler and Gauss, including work on sums of two squares (which generalizes the Pythagorean Theorem), and then considering Euler's phi function, congruences, and applications to cryptography.
This course will provide students the mathematical background and quantitative skills in various mathematical applications in such areas which are related to voting, fair divisions which includes apportionment methods, and the understanding and application of basic graph theory such as Euler and Hamilton circuits. 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.
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