This module normally includes an optional study weekend. You must also pay for your travel to and from the venue and your accommodation if you need it. To find out more, see Fees and funding. A computing device with a browser and broadband internet access is required for this module. Any modern browser will be suitable for most computer activities.
Functionality may be limited on mobile devices. Any additional software will be provided, or is generally freely available.
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However, some activities may have more specific requirements. For this reason, you will need to be able to install and run additional software on a device that meets the requirements below. The screen of the device must have a resolution of at least pixels horizontally and pixels vertically. To join in the spoken conversation in our online rooms we recommend a headset headphones or earphones with an integrated microphone.
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The Fifth Edition of this leading text offers substantial training in vectors and matrices, vector analysis, and partial differential equations. Vectors are introduced at the outset and serve at many points to indicate geometrical and physical significance of mathematical relations. Numerical methods are touched upon at various points, because of their practical value and the insights they give about theory. Vectors and Matrices. Integrals depending on a Parameter—Leibnitz's Rule. Three-Dimensional Theory and Applications. Examples and Applications of Tests for Convergence and Divergence.
Properties of Uniformly Convergent Series and Sequences. Application of Residues to Evaluation of Real Integrals. Applications of Conformal Mapping in the Theory of Elasticity. Partial Differential Equations and Integral Equations. Pearson offers special pricing when you package your text with other student resources. Students will now look at how they can use their established rules to find the derivatives of such functions. The next topic should be familiar as the steps involved in sketching a curve that contains an exponential or logarithmic function are identical to those taken in the curve sketching unit studied earlier in the course.
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Because the derivatives of some functions cannot be determined using the rules established so far in the course, students will need to use a technique called logarithmic differentiation which is introduced next. A brief trigonometry review kicks off this unit. Then students turn their attention to special angles and the CAST rule which has been developed to identify which of the basic trigonometric ratios is positive and negative in the four quadrants.
Students will then solve trigonometry equations using the CAST rule to locate other solutions. Two fundamental trigonometric limits are investigated for the concepts of trigonometric calculus to be fully understood. The unit ends, as in all other units in the course, with an assignment and a unit quiz. The over-riding aim of this course is to help students use the language of mathematics skillfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests, and ability levels.
The following mathematical processes are used throughout the course as strategies for teaching and learning the concepts presented:. Our theory of assessment and evaluation follows the Ministry of Education's Growing Success document, and it is our firm belief that doing so is in the best interests of students.
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We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by Virtual High School teachers. VHS assessments and evaluations,. The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.
The final grade will be determined as follows:. Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage.
Schaum's Outline of Advanced Calculus, Third Edition
The teacher will also provide written comments concerning the student's strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, VHS will send a copy of the report card back to the student's home school if in Ontario where the course will be added to the ongoing list of courses on the student's Ontario Student Transcript.
The report card will also be sent to the student's home address. Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas. Virtual High School is committed to ensuring that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society.
The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs. Virtual High School pays particular attention to the following beliefs: 1 all students can succeed, 2 each student has his or her own unique patterns of learning, 3 successful instructional practices are founded in evidence-based research, tempered by experience, 4 an open and accessible learning environment with differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students, 5 classroom teachers are the key educators for a student's literacy and numeracy development, 6 classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs, and finally, 7 fairness is not sameness.
The provision of special education programs and services for students at Virtual High School rests within a legal framework The Education Act and the regulations related to it set out the legal responsibilities pertaining to special education. They provide comprehensive procedures for the identification of exceptional pupils, for the placement of those pupils in educational settings where the special education programs and services appropriate to their needs can be delivered, and for the review of the identification of exceptional pupils and their placement.
If the student requires either accommodations, then Virtual High School will take into account these needs of exceptional students as they are set out in the students' existing Individual Education Plan. The online courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and skills required for our evolving society.
Students who use alternative techniques for communication may find a venue to use these special skills in these courses. There are a number of technical and learning aids that can assist in meeting the needs of exceptional students as set out in their Individual Education Plan. In the process of taking their online course, students may use a personal amplification system, tele-typewriter via Bell relay service , an oral or a sign-language interpreter, a scribe, specialized computer programs, time extensions, ability to change font size, oral readers, etc.
Accommodations instructional, environmental or assessment allow the student with special education needs access to the curriculum without changes to the course curriculum expectations. This online course must be flexible in order to accommodate the needs of students who require instruction in English as a second language or English literacy development. The Virtual High School teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly.
Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency.
Virtual High School determines the student's level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course. On a larger scale, well written content will aid ESL students in mastering not only the content of this course, but as well, the English language and all of its idiosyncrasies. Virtual High School has created course content to enrich the student's learning experience.
Advanced Calculus, 3rd Edition
Many occupations in Canada require employees with capabilities in the English language. Enabling students to learn English language skills will contribute to their success in the larger world. Helping students become environmentally responsible is a role assumed by Virtual High School. The first goal is to promote learning about environmental issues and solutions.
The second goal is to engage students in practicing and promoting environmental stewardship in their community. The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future.
Good curriculum design following the resource document - The Ontario Curriculum, Grades Environmental Education, Scope and Sequence of Expectations, , will assist Virtual High School staff to weave environmental education in and out of the online course content. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.
Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments. The safe and supportive social environment at Virtual High School is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted.
To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members of the Virtual High School community.
The most effective way to enable all students to learn about healthy and respectful relationships is through the school curriculum. Virtual High School teachers can promote this learning in a variety of ways. For example, they can help students develop and practise the skills they need for building healthy relationships by giving them opportunities to apply critical-thinking and problem solving strategies and to address issues through group discussions, role play, case study analysis, and other means.
At Virtual High School, all staff strive to create a climate of cooperation, collaboration, respect, and open-mindedness. These attitudes and attributes enable our students to develop an awareness of the complexity of a range of issues. Moreover, in examining issues from multiple perspectives, students develop not only an understanding of various positions on these issues but also a respect for different points of view. Virtual High School students will hopefully develop empathy as they analyse events and issues from the perspectives of people all over the world.
These attitudes and attributes provide a foundation on which students can develop their own identity, explore interconnectedness with others, and form and maintain healthy relationships.
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