Real World Math for Students of the Real World

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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
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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.

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Goals

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

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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

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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

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

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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 and 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 its applications

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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

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Achieving the Goals

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

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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

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Achieving the Goals

• The student will understand and 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, )

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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.

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Sample Exam Question

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

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Sample Exam Question

• If x gt 1, which of the following have a positive
  value?

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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.

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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.

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