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Tangents and NormalsThis unit explains how differentiation can be used to calculate the equations of the tangent and normal to a curve.
The tangent is a straight line which just touches the curve at a given point. The normal is a straight line which is
perpendicular to the tangent. (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.
Teach Yourself Booklets PackThis pack contains all of the mathcentre booklets for use with students who want to 'teach themselves'. It may be downloaded as a zip file. Select Save to download the zip file to your computer.
Teaching Mathematics to 'Science with Management' Students Using A Graphic CalculatorThe introduction of the graphics calculator has provided the fourth year students taking Science with Management Studies with an interactive learning tool. This case study reviews its introduction into the course Discrete and Continuous Models at Napier University.
Teaching Mathematics to Chemistry Students at the University of SheffieldThe department of chemistry offers over two semesters, Mathematics for Chemists 1 and 2, which provide students with the understanding and use of mathematical techniques for various chemistry degrees. This case study reviews these courses and illustrates their value in terms of providing the students with a positive foundation for future study.
Teaching mathematics to first year engineering students with a wide range of mathematical abilityThe approach to teaching Maths to Year 1 students in the Department of Engineering underwent a major reorganisation prior to the start of the 2002/3 session. The aim was to provide an optimum framework within which students studying four different engineering disciplines could be taught Maths within the resource constraints imposed by student numbers, and to cope with the extremely wide range of their Mathematical abilities on entry to these degree programmes. After much discussion, students are now taught their Year 1 Maths topics in two different cohorts, streamed according to initial Maths ability, and using different approaches in terms of the depth of understanding expected. This also involves the use of different assessments. This approach has been much more popular and created far fewer difficulties than the previous system which divided the students into two groups according to degree programme.
Teaching Mathematics to First Year Undergraduate Chemists in the Context of their DisciplineNew entrants to chemistry degree programmes are given a 24 hour course in mathematics if they do not have an A level qualification in the subject. This concentrates only on the skills necessary to successfully complete the first year physical chemistry course; these include simple statistics, functions, partial differentiation and integration. The course is taught using chemically relevant examples, in an order related to the chemistry course rather than traditional mathematics courses.
Teaching of Chemical Thermodynamics using Available Data and an Innovative ApproachAnalysis is made showing how Helmholtz and Gibbs energies conveniently interrelate enabling typical 2-D and 3-D curves to be drawn across a range of temperature for selected chemical equilibria. Opposing influences leading to a free energy minimum or an entropy maximum are given a physical explanation with the attainment of equilibrium and the choice of conditions made evident. Simplifying assumptions are emphasised and the examples show how the data are manipulated, limits evaluated and trends in equilibrium summarised by EXCEL charts.
Teaching Problem-solving in Undergraduate MathematicsThe purpose of this Guide is to argue the case for putting problem-solving at the heart of a mathematics degree; for giving students a flavour, according to their capabilities, of what it is to be a mathematician; a taste for rising to a mathematical challenge and overcoming it. Its purpose is also to make it easier for colleagues who share our vision to find ways of realising it in their own teaching. This book was edited by Matthew Badger, Chris Sangwin and Trevor Hawkes. This document is distributed under a Creative Commons Attribution No Derivatives (CC BY-ND) license.
Teaching Students to Write Mathematics: video and other resourcesTeaching students to write mathematics correctly is often neglected part of a mathematics degree. A workshop was convened by Kevin Houston to consider approaches to teaching this topic. A DVD was produced with videos of talks by Kevin Houston (University of Leeds), Franco Vivaldi (Queen Mary, University of London) and Mike Robinson (Sheffield Hallam University), along with further reading and sample teaching resources. At this website you can download and burn your own DVD or view the videos and other materials online. This website is not made available under a Creative Commons licence.
The Geometry of a Circle - Part 3IPOD VIDEO:
In this unit we find the equation of a circle, when we are told its centre and its radius. There are two different forms of the equation, and you should be able to recognise both of them. We also look at some problems involving tangents to circles.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
The Geometry of a Circle - Part 4IPOD VIDEO:
In this unit we find the equation of a circle, when we are told its centre and its radius. There are two different forms of the equation, and you should be able to recognise both of them. We also look at some problems involving tangents to circles.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
The Geometry of a Circle - Part 5IPOD VIDEO:
In this unit we find the equation of a circle, when we are told its centre and its radius. There are two different forms of the equation, and you should be able to recognise both of them. We also look at some problems involving tangents to circles.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
The addition formulaeThere are six so-called addition formulae often needed in the solution of trigonometric problems. In this unit we start with one and derive a second. Then we take another one as given and derive a second one from that. Finally we use these four to help us derive the final two. (Mathtutor Video Tutorial)
The addition formulaeThere are six so-called addition formulae often needed in the solution of trigonometric problems. In this unit we start with one and derive a second. Then we take another one as given and derive a second one from that. Finally we use these four to help us derive the final two. (Mathtutor Video Tutorial)
The Argand diagramThis leaflet explains how an Argand diagram is used to provide a pictorial representation of a complex number. (Engineering Maths First Aid Kit 7.3)
The Argand DiagramThis leaflet explains how complex numbers can be represented pictorially using an Argand Diagram.
There are accompanying videos. Sigma resource Unit 8.
The Argand DiagramThis video explains how complex numbers can be represented pictorially using an Argand Diagram. Sigma resource Unit 8.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by mathcentre.
The Argand DiagramThis mobile phone video explains how complex numbers can be represented pictorially using an Argand Diagram.
There is an accompanying leaflet.
The Argand DiagramThis mobile phone video explains how complex numbers can be represented pictorially using an Argand Diagram. Sigma resource Unit 8.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by mathcentre.
The chain ruleThe chain rule is used for differentiating a function of a function. This leaflet states and illustrates this rule. (Engineering Maths First Aid Kit 8.5)
The Chain RuleThis teach-yourself workbook explains the chain rule which is used to differentiate a function of a function.
The Chain RuleA special rule, the chain rule, exists for differentiating a function of another function. This unit illustrates this rule. (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.
The Chain RuleA special rule, the chain rule, exists for differentiating a function of another function. This unit illustrates this rule. (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.
The Changing Relationship: Civil/Structural Engineers and MathsMathematics is vital for civil engineers but its role is changing. Arup chairman Duncan Michael [1] has argued for less emphasis on the teaching of mathematics. Here we report on a necessary change of emphasis but also argue the importance of a good mathematical education for all engineers
The complex conjugateThis leaflet explains what is meant by the complex conjugate of a complex number.
There are accompanying videos. Sigma resource Unit 6.
The complex conjugateThis video explains what is meant by the complex conjugate of a complex number.
There is an accompanying leaflet. Sigma resource Unit 6.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by mathcentre.
