This course covers the standard topics from an Algebra course. We start by covering exponents, radicals and factoring so we have the basics down. We will learn how to solve linear, quadratic equations and inequalities as well as some applications of these techniques. In addition, we will introduce function notation, domains and ranges of functions, and finding roots of functions. We also examine graphs of lines, circles, parabolas, ellipses, hyperbolas, and transformations. Finally, we will look at exponential functions, logarithmic functions, solutions to exponential and logarithmic functions, and solving linear systems of equations with two or three variables.
In this course we will look at various techniques for finding solutions to differential equations. We will spend most of our time solving homogeneous and nonhomogeneous first and second order differential equations and learn how to extend these solution methods to higher order differential equations. We will learn how to apply Laplace transforms to solve differential equations and we will learn how to solve systems of linear differential equations. We finish off the course with some topics that are typically not covered in a differential equations course but are included for your knowledge. These are series solutions, boundary value problems, Fourier series and some introductory topics in solving partial differential equations.
This is a full set of material for all the topics that are traditionally covered in the Calculus I, Calculus II, and Calculus III courses. Limits, derivatives, and integrals for single variable functions and multi-variable functions are all covered and examples are worked and the solution process examined in detail. Applications of limits, derivatives and integrals are all examined and examples worked. Major theorems such as Intermediate Value Theorem, Mean Value Theorem, Fundamental Theorem of Calculus, Green’s Theorem, Stoke’s Theorem, and Divergence Theorem are covered and discussed. Practice problems with full solutions are included to reinforce a students understanding of the concepts and topics covered.
Calculus I covers limits, derivatives and basic integration. Calculus II covers advanced integration techniques, parametric equations, polar coordinates, series, vectors and 3D space. Calculus III covers 3D space, partial derivatives, double and triple integrals, line integrals, and surface integrals. Of course, applications are also presented where applicable.
Select the book to see a full listing of topics covered.
Below are summaries of the options available. Select an option on the left to access it.
Algebra Trig Review: This is a series of problems, with solutions, in selected topics in Algebra and Trigonometry that are vital for being successful in a Calculus course. The material presented here is intended to be a refresher for these topics and so does not go into great detail in the solutions outside of what is needed to remind you of the topics.
Common Math Errors: This is a series of errors and misconceptions that students in a math course will often run into. In most of the sections, the errors/misconceptions are presented in the incorrect form and the correct from. There will also be discussion about the error or misconception in most cases and what to watch out for so you don’t make the error/misconception. Most of the sections are accessible to anyone with some basic Algebra background. There are, however, some errors involving Trigonometry and Calculus.
Complex Number Primer: Many students never really see complex numbers and then are, all of a sudden, expected to know them. This quick primer is intended to introduce you to the basics of complex numbers as well as arithmetic involving complex numbers and some of the more common operations involving complex numbers. Hopefully, if you are in the situation of all of a sudden needing to know about complex numbers, this primer will give you all the information you need.
How To Study Math: This is a list of general tips on how to study and be successful in a math course. They have been broken down into distinct topics (taking notes, homework, exams, etc.). Every person is different so you may not find all of them useful but hopefully you can use this as a guide to determine what works for you in being successful in your math course.
Cheat Sheets and Tables: A series of cheat sheets and tables for quick reference. Topics include Algebra, Trigonometry, and Calculus. There are also tables for common derivatives and integrals as well as a table of Laplace transforms.
This is a series of problems, with solutions, in selected topics in Algebra and Trigonometry that are vital for being successful in a Calculus course. The material presented here is intended to be a refresher for these topics and so does not go into great detail in the solutions outside of what is needed to remind you of the topics.
We want to construct a window whose bottom is a rectangle and the top of the window is an equilateral triangle. If we have 75 inches of framing material what are the dimensions of the window that will let in the most light?
We want to construct a window whose middle is a rectangle and the top and bottom of the window are equilateral triangles. If we have 4 feet of framing material what are the dimensions of the window that will let in the most light?
We want to construct a window whose middle is a rectangle, the top of the window is a semicircle and the bottom of the window is an equilateral triangle. If we have 1500 cm of framing material what are the dimensions of the window that will let in the most light?
Determine the area of the largest rectangle that can be inscribed in a circle of radius 5.
Determine the area of the largest rectangle whose base is on the \(x\)-axis and the top two corners lie on semicircle of radius 16.
Determine the area of the largest rectangle whose base is on the \(x\)-axis and the top two corners lie \(y = 4 - {x^2}\).
Find the point(s) on \(\displaystyle \frac{{{x^2}}}{4} + \frac{{{y^2}}}{{36}} = 1\) that are closest to \(\left( {0,1} \right)\).
Find the point(s) on \(x = {y^2} - 8\) that are closest to \(\left( {5,0} \right)\).
Find the point(s) on \(y = 2 - {x^2}\) that are closest to \(\left( {0, - 3} \right)\).
A 6 ft piece of wire is cut into two pieces. One piece is bent into an equilateral triangle and the other will be bent into a rectangle with one side twice the length of the other side. Determine where, if anywhere, the wire should be cut to minimize the area enclosed by the two figures.
A 250 cm piece of wire is cut into two pieces. One piece is bent into an equilateral triangle and the other will be bent into circle. Determine where, if anywhere, the wire should be cut to maximize the area enclosed by the two figures.
A 250 cm piece of wire is cut into two pieces. One piece is bent into an equilateral triangle and the other will be bent into circle. Determine where, if anywhere, the wire should be cut to minimize the area enclosed by the two figures.
A 4 m piece of wire is cut into two pieces. One piece is bent into a circle and the other will be bent into a rectangle with one side three times the length of the other side. Determine where, if anywhere, the wire should be cut to maximize the area enclosed by the two figures.
A line through the point \(\left( { - 4,1} \right)\) forms a right triangle with the \(x\)-axis and \(y\)-axis in the 2nd quadrant. Determine the equation of the line that will minimize the area of this triangle.
A line through the point \(\left( {3,3} \right)\) forms a right triangle with the \(x\)-axis and \(y\)-axis in the 1st quadrant. Determine the equation of the line that will minimize the area of this triangle.
A piece of pipe is being carried down a hallway that is 14 feet wide. At the end of the hallway there is a right-angled turn and the hallway narrows down to 6 feet wide. What is the longest pipe (always keeping it horizontal) that can be carried around the turn in the hallway?
A piece of pipe is being carried down a hallway that is 9 feet wide. At the end of the hallway there is a right-angled turn and the hallway widens up to 25 feet wide. What is the longest pipe (always keeping it horizontal) that can be carried around the turn in the hallway?
Two poles, one 15 meters tall and one 10 meters tall, are 40 meters apart. A length of wire is attached to the top of each pole and it is staked to the ground somewhere between the two poles. Where should the wire be staked so that the minimum amount of wire is used?
Two poles, one 2 feet tall and one 5 feet tall, are 3 feet apart. A length of wire is attached to the top of each pole and it is staked to the ground somewhere between the two poles. Where should the wire be staked so that the minimum amount of wire is used?
Two poles, one 15 meters tall and one 10 meters tall, are 40 meters apart. A length of wire is attached to the top of each pole and it is staked to the ground somewhere between the two poles. Where should the wire be staked so that the angle formed by the two pieces of wire at the stake is a maximum?
Two poles, one 34 inches tall and one 17 inches tall, are 3 feet apart. A length of wire is attached to the top of each pole and it is staked to the ground somewhere between the two poles. Where should the wire be staked so that the angle formed by the two pieces of wire at the stake is a maximum?
A trough for holding water is to be formed as shown in the figure below. Determine the angle \(\theta \) that will maximize the amount of water that the trough can hold.
A trough for holding water is to be formed as shown in the figure below. Determine the angle \(\theta \) that will maximize the amount of water that the trough can hold.
