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Real World Math for Students of the Real World

Real World Math for Students of the Real World. Scott Clark Mike Dodge Juliet Haloulos Linda Hintzman Susan Lange Shumei Richman. With an emphasis on modeling, fitting curves, and trend lines. Vision.

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Real World Math for Students of the Real World

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  1. Real World Math for Students of the Real World Scott Clark Mike Dodge Juliet Haloulos Linda Hintzman Susan Lange Shumei Richman With an emphasis on modeling, fitting curves, and trend lines

  2. Vision This course provides an opportunity for students who do not intend to be Mathematics, Engineering, Physics, or other Nerdy Majors. It is designed for the student who values concrete, real world, useful applications over abstract, ivory tower, ”intellectually elegant” or otherwise strange and fuzzy concepts. The successful student will obtain ideas, methods and skills useful not only in the immediate context of other college courses and working collaboratively with fellow students, but the residue of their learning will stick with them long after they leave college.

  3. Goals • The student will acquire the necessary skills (algebraic and otherwise) for successful modeling

  4. Goals • The student will acquire the necessary skills (algebraic and otherwise) for successful modeling • The student will be able to determine the best trend line that fits their curves

  5. Goals • The student will acquire the necessary skills (algebraic and otherwise) for successful modeling • The student will be able to determine the best trend line that fits their curves • Given a small number of data points, the student will be able to estimate and predict information between and beyond that given by the data points themselves

  6. Goals • The student will acquire the necessary skills (algebraic and otherwise) for successful modeling • The student will be able to determine the best trend line that fits their curves • Given a small number of data points, the student will be able to estimate and predict information between and beyond that given by the data points themselves • The student will understand and be able to apply key formulae and techniques in various application areas

  7. Goals • The student will acquire the necessary skills (algebraic and otherwise) for successful modeling • The student will be able to determine the best trend line that fits their curves • Given a small number of data points, the student will be able to estimate and predict information between and beyond that given by the data points themselves • The student will understand and be able to apply key formulae and techniques in various application areas • The student will acquire facility with and enjoyment of the field of mathematics, and the breadth of it’s applications

  8. Achieving the Goals • The student will acquire the necessary skills (algebraic and otherwise) for successful modeling • Collaborative project with Art 101 (Drawing Course) • Advanced students may investigate polar functions

  9. Achieving the Goals • The student will be able to determine the best trend lines that fits their curves • Collaborative project with Fashion Design 134

  10. Achieving the Goals • Given a small number of data points, the student will be able to estimate and predict information between and beyond that given by the data points themselves • Joint Friday field trip with Psych 181 (Interpersonal Communications) to Dirtbags

  11. Achieving the Goals • The student will understand and be able to apply key formulae and techniques in various application areas • Class and home work. Mastery determined by documentation of successful application in real world (e.g. used car salesman, insurance agent, )

  12. Achieving the Goals • The student will acquire facility with and enjoyment of the field of mathematics, and the breadth of its applications • Final Exam will consist of “Survival Style” practical experience; site will depend on college locale – desert, prairie, Iowa cornfield or similar are suitable.

  13. Sample Exam Question • When Deb arrives in her office she turns the thermostat up 10% because she is cold. When Bill arrives he thinks it is too warm so he turns the thermostat down 10%. Is it colder, warmer, or the same temperature as when Deb first arrived? Why?

  14. Sample Exam Question • If x> 1, which of the following have a positive value?

  15. Sample Exam Question • A West Point cadet applies for his first credit card upon his arrival to the Academy. Many parties later, his bill is $4000. The cadet destroys his card and decides to pay $100 at the end of each month. If the annual percentage rate is 18.1%, how many months will it take him to pay off the bill? If he is a freshman, will he be able to pay off his bill by the time he graduates? Assume he will graduate in four years.

  16. Sample Exam Question • Our fabled cadet has a leftover can in his room that uses 298 square centimeters of aluminum and holds 375 cubic centimeters of beer. He notices that the can could use less aluminum and still contain the same amount of beer. If gives the volume of the can and gives the surface area of the can, help the cadet find the dimensions of the can that would minimize the surface area if he wants the volume to be 375 cubic centimeters.

  17. Sample Exam Question • Using the chart below a) Plot the data b) Determine a model that best fits the data c) Estimate the rate at age 75

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