Real World Math for Students of the Real

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

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.

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

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

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

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 be able to apply key formulae and techniques in various application areas

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 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

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

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

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

Achieving the Goals • The student will understand 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, )

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.

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

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

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.

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.

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 Life Insurance Rates Age Premium 35 13 40 17 45 27 50 39 55 57 60 82 65 133