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Trigonometric functionsThe sine, cosine and tangent of an angle are all defined in terms of trigonometry, but they can also be expressed as functions. In this unit we examine these functions and their graphs. We also see how to restrict the domain of each function in order to define an inverse function. (Mathtutor Video Tutorial)
The video is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Trigonometric identitiesIn this unit several identities are derived and then used in the solution of trigonometric equations.
Trigonometric identitiesIn this unit we consider trigonometric identities and how to use them to solve trigonometric equations. (Mathtutor Video Tutorial)
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Trigonometric identitiesIn this unit we consider trigonometric identities and how to use them to solve trigonometric equations. (Mathtutor Video Tutorial)
The video is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Trigonometric ratios of an angle of any size - an AnimationThis mathtutor animation shows how graphs of sin, cos and tan may be plotted as angles increase in positive and negative directions. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Trigonometry Test 01 (DEWIS)Five questions on trigonometry. The first involves determining the quadrant an angle lies in, the remaining questions involve solving trigonometric equations. DEWIS resources have been made available under a Creative Commons licence by Rhys Gwynllyw & Karen Henderson, University of the West of England, Bristol.
University of East Anglia (UEA) Interactive Mathematics and Statistics Resources The Learning Enhancement Team at the University of East Anglia (UEA) has developed la series of interactive resources accessible via Prezi mind maps : Steps into Numeracy, Steps into Algebra, Steps into Trigonometry, Bridging between Algebra and Calculus, Steps into Calculus, Steps into Differential Equations, Steps into Statistics and Other Essential Skills.
University students - perspectives on diagnostic testing in mathematicsNi fhloinn, E., Bhaird, C. M., & Nolan, B. (2014). University students' perspectives on diagnostic testing in mathematics. International Journal of Mathematical Education in Science and Technology, 45 (1), 58-74. DOI:10.1080/0020739X.2013.790508
Many universities issue mathematical diagnostic tests to incoming first-year students, covering a range of the basic concepts with which they should be comfortable from secondary school. As far as many lecturers are concerned, the purpose of this test is to determine the students' mathematical knowledge on entry. It should also provide an early indication of which students are likely to need additional help, and hopefully encourage such students to avail of extra support mechanisms at an early stage. However, it is not clear that students recognize these intentions and there is a fear that students who score poorly in the test will have their confidence further damaged in relation to mathematics and will be reluctant to seek help. To this end, a questionnaire was developed to explore studentsâ?? perspectives on diagnostic testing. Analysis of responses received to the questionnaire provided an interesting insight into studentsâ?? perspectives including the optimum time to conduct such a test, their views on the aims of diagnostic testing, whether they feel that testing is a good idea, and their attitudes to the support systems put in place to help those who scored poorly in the test.
Using a table of derivativesThis unit provides a basic table of some standard derivatives.
Many of the results are derived.
Using a table of derivativesIn this unit we construct a Table of Derivatives of commonly occurring functions. This is done using the knowledge gained in previous units on differentiation from first principles. (Mathtutor Video Tutorial)
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Using a table of derivativesIn this unit we construct a Table of Derivatives of commonly occurring functions. This is done using the knowledge gained in previous units on differentiation from first principles. (Mathtutor Video Tutorial)
The video is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Using partial derivatives to find stationary points - NumbasFinding the stationary points of functions of 2 variables. Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.
Using Spreadsheets to Teach Quantum Theory to Students with Weak Calculus BackgroundsQuantum theory is a key part of the chemical and physical sciences. Traditionally, the teaching of quantum theory has relied heavily on the use of calculus to solve the Schr�¶dinger equation for a limited number of special cases. This approach is not suitable for students who are weak in mathematics, for example, many students who are majoring in biochemistry, biological sciences, etc. This case study describes an approach based on approximate numerical solutions and graphical descriptions of the Schr�¶dinger equation to develop a qualitative appreciation of quantum mechanics in an Australian University.
Vector Test 01 (DEWIS)Five questions on vectors, testing addition, subtraction, scalar multiplication, magnitude, scalar product, vector product and finding the angle between two vectors. DEWIS resources have been made available under a Creative Commons licence by Rhys Gwynllyw & Karen Henderson, University of the West of England, Bristol.
VectorsThis leaflet explains notations in common use for describing vectors, and shows how to calculate the modulus of vectors given in Cartesian form. (Engineering Maths First Aid Kit 6.1)
Vectors - Scalar Product 1One of the ways in which two vectors can be combined is known as the scalar product. When we calculate the scalar product of two vectors the result, as the name suggests is a scalar, rather than a vector.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Vectors - Scalar Product 2One of the ways in which two vectors can be combined is known as the scalar product. When we calculate the scalar product of two vectors the result, as the name suggests is a scalar, rather than a vector.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Vectors - Scalar Product 3One of the ways in which two vectors can be combined is known as the scalar product. When we calculate the scalar product of two vectors the result, as the name suggests is a scalar, rather than a vector.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Vectors - Scalar Product 4One of the ways in which two vectors can be combined is known as the scalar product. When we calculate the scalar product of two vectors the result, as the name suggests is a scalar, rather than a vector.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Vectors - Scalar Product 5One of the ways in which two vectors can be combined is known as the scalar product. When we calculate the scalar product of two vectors the result, as the name suggests is a scalar, rather than a vector.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Vectors - The Vector Product 1One of the ways in which two vectors can be combined is known as the vector product. When we calculate the vector product of two vectors the result, as the name suggests, is a vector.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Vectors - The Vector Product 2One of the ways in which two vectors can be combined is known as the vector product. When we calculate the vector product of two vectors the result, as the name suggests, is a vector.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Vectors - The Vector Product 3One of the ways in which two vectors can be combined is known as the vector product. When we calculate the vector product of two vectors the result, as the name suggests, is a vector.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Vectors - The Vector Product 4One of the ways in which two vectors can be combined is known as the vector product. When we calculate the vector product of two vectors the result, as the name suggests, is a vector.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Vectors - The Vector Product 5One of the ways in which two vectors can be combined is known as the vector product. When we calculate the vector product of two vectors the result, as the name suggests, is a vector.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Vision for science and mathematics educationA report containing the Royal Society's Vision for science and mathematics education over the next 20 years. This includes a proposal for a broad and balanced curriculum, where young people study science and mathematics until 18 alongside arts, humanities and social sciences. The Royal Society Policy Centre report 01/14 issued June 2014 DES3090.
