Saturday, July 20, 2013

MAA MathFest


A Joint Meeting with the Canadian Society for the History & Philosophy of Mathematics (CSHPM)
Hartford, CT

MAA MathFest 2013 will be held at the Connecticut Convention Center and Hartford Marriott Downtown in Hartford, Connecticut. There will be a complimentary Grand Opening Reception on the evening of Wednesday, July 31, and the mathematical sessions will take place from Thursday, August 1 through Saturday, August 3.

- See more at: http://www.maa.org/meetings/mathfest#sthash.OZHlftIY.dpuf

Wednesday, July 10, 2013

INTERNATIONAL BACCALAUREATE (IB) DIPLOMA PROGRAMME RESULTS RELEASED

5 July 2013. Over 127,000 students worldwide are today receiving their results from the May 2013 IB Diploma Programme examination session.

Jeffrey Beard, Director General of the International Baccalaureate, says: “I would like to congratulate all students on their great achievements. Today’s IB diploma graduates can be confident that they possess the skills needed to excel in an increasingly international world, with students uniquely poised for success both at university and beyond. I wish every individual the very best and look forward to hearing of their accomplishments through our global network of IB alumni.”

Saturday, April 20, 2013

Normal distribution

Continuous Probability Distributions, Normal Distribution - IB Maths HL

How can we find the standard deviation of the weight of a population of cats which is found to be normally distributed with mean 2.1 Kg and the 60% of the dogs weigh at least 1.9 Kg.

The Answer is from www.ibmaths4u.com

IB Mathematics HL – Continuous Probability Distribution, Normal Distribution

A normal distribution is a continuous probability distribution for a random variable X. The graph of a normal distribution is called the normal curve. A normal distribution has the following properties.
1. The mean, median, and mode are equal.
2. The normal curve is bell shaped and is symmetric about the mean.
3. The total are under the normal curve is equal to one.
4. The normal curve approaches, but never touches, the x-axis as it extends farther and farther away from the mean.

Approximately 68% of the area under the normal curve is between and
and . Approximately 95% of the area under the normal curve is between and . Approximately 99.7% of the area under the normal curve is between and

The standard normal distribution is a normal probability distribution that has a mean of 0 and a standard deviation of 1.





Concerning your question

Let the random variable denotes the weight of the cats, so that



We know that

Since we don’t know the standard deviation, we cannot use the inverse normal. Therefore we have to transform the random variable to that of

, using the transformation

we have the following





Using GDC Casio fx-9860G SD
MAIN MENU > STAT>DIST(F5)>NORM(F1)>InvN>

Setting Tail: right
Area: 0.6
:1
:0

We find that the standardized value is -0.2533471

Therefore,

UW Summit on K-12 Science Education - 22 May 2013


 MAY 22, 2013 - 3pm & 7pm (two 75-minute sessions with receptions afterward)
LOCATION: UW Tower Auditorium
A new set of ambitious learning goals for K-12 science and engineering education is outlined in theNational Research Council Framework for K-12 Science Education and the associated Next Generation Science Standards . The UW Institute for Science + Math Education will host two public events to provide an overview of this new vision. A panel will highlight unique features of this new vision, present instructional examples from formal and informal education, discuss equity issues, and describe strategies for best supporting implementation.

Saturday, April 13, 2013

IB Mathematics Standard Level Textbook


The only DP resources developed with the IB
With more practice than any other resource, unrivalled guidance straight from the IB and the most comprehensive and correct syllabus coverage, this student book will set your learners up to excel. The only resource developed with the IB curriculum team, it fully captures the IB philosophy and integrates the most in-depth assessment support.
Features
  • Full syllabus coverage - the truest match to the IB syllabus, written with the IB to exactly match IB specifications
  • Free eBook - a complete interactive eBook is included for free, for the most flexible learning
  • Complete worked solutions - a full set of worked solutions is included online, in addition to interactive worked solutions on CD, which take learners through problems step-by-step
  • The most practice - more practice than any other resource, with over 700 pages and an eBook
  • Up-to-date GDC support - take the confusion out of GDC use and help students focus on the theory
  • Definitive assessment preparation - exam-style papers and questions will build confidence
  • The Exploration - supported by a full chapter, to guide you through this new component
  • Real world approach - connect mathematics with human behaviour, language, morality and more.
IB Mathematics Standard Level For the IB diploma

OSC IBDP Spring Revision Courses


Class Structure and Schedule:

  • Small classes of up to 10 students
  • Classes begin at 08:30 and conclude at 18:00
  • Breaks for coffee at 10:30 and lunch at 13:00
  • A total of 17.5 hours with your teacher per subject over 2.5 days
  • 2 hours of set private study each evening
  • Teachers available for questions after class
You study one subject at a time on the OSC IBDP Spring Revision Courses – both in class and for private study.
This enables you to focus entirely on that subject without other distractions.
There are 7 courses running back-to-back over 17.5 days, plus a Half-Day course – see Dates for details.
You can take up to 7 consecutive courses, starting or ending at any point in the cycle – you can also take one or more courses, have a break, and come back for a later course.

Sunday, March 31, 2013

New study explores what it means to be an IB teacher


New study explores what it means to be an IB teacher

19 March 2013

Researchers at the International Baccalaureate (IB) set out to learn what ingredients go into making an IB teacher an IB teacher -- to better understand the perspectives and attributes of this effective, dedicated corps of educators. Researchers Liz Bergeron and Michael Dean used an online survey, focus groups, and document review to improve current understanding of teaching in IB programmes, compared to commonly held more general beliefs about effective teaching. Their findings, reported in the study, “The IB teacher professional: identifying, measuring and characterizing pedagogical attributes, perspectives and beliefs” support the assertion that IB teachers approach the whole student with inquiry-based instruction, and with the intention of shaping their students into socially responsible citizens.
“This study supports what we in the IB community have long known: IB teachers are themselves lifelong learners who aim to develop the same keen interest in their students,” says Chief Academic Officer Judith Fabian, International Baccalaureate. “IB teachers approach their students with creativity, flexibility, openness, care and compassion. Their pedagogical approaches and belief systems are at the core of their excellence as teachers.”
The survey sample included 3,184 IB teachers who completed The Teaching Perspective Inventory (TPI) developed by John Collins and Daniel Pratt; a widely used instrument of self-examination that allows for comparison against a population of non-IB teachers. Each respondent received a profile report on both their dominant and recessive perspectives from a total of five TPI perspectives characteristic of teaching practice: transmissionapprenticeshipdevelopmentalnurturing and socialreform. As a unit, the average IB teacher profile has nurturing as its dominant perspective, backed up by apprenticeshipand development. Although this pattern is similar to the general primary and secondary teacher population, IB teachers were found to score higher than 60 percent of their peers on not one, but four perspectives: social reformdevelopmental,apprenticeship, and transmission, suggesting that IB teachers identify with these four perspectives more than the average teacher.
From 

Saturday, March 30, 2013

ICNAAM 2013


ICNAAM 2013, 21-27 September 2013, Rodos Palace Hotel, Rhodes, Greece

With cooperation of
European Society of Computational Methods in Sciences, Engineering and Technology (ESCMCET)

Friday, March 29, 2013

IB Mathematics HL Option Sets Relations and Groups

The fundamental theorems and propositions on Group Theory from www.ibmaths4u.com

Re: IB Maths HL Option: Sets, Relations and Groups


1.  is a group under addition modulo n. With identity 0 and the inverse of  is the 

2. The number of elements of a group is its order 

3. The order of an element g, which is denoted by , in a group G is the smallest positive integer n such that 

4. Cyclic group  and g is called a generator of 

5. The order of the generator is the same as the order of the group it generated.

6. Let G be a group, and let x be any element of G. Then,  is a subgroup of G.

7. Let  be a cyclic group of order n.
Then  if and only if gcd(n,k)=1.

8. Every subgroup of a cyclic group is cyclic.

9. Every cyclic group is Abelian.

10. If G is isomorphic to H then G is Abelian if and only if H is Abelian.

11. If G is isomorphic to H then G is Cyclic if and only if H is Cyclic.

12. Lagrange’s Theorem: If G is a finite group and H is a subgroup of G, then the order of H divides G.

13. In a finite group, the order of each element of the group divides the prder of the group.

14. A Group of prime order is cyclic.

15. For any  where e is the identity element of the group G.

16. An infinite cyclic group is isomorphic to the additive group 

17. A cyclic group of order n is isomorphic to the additive group  of integers modulo n.

18. Let p be a prime. Up to isomorphism, there is exactly one group of order p.

19. Let (G, *) be a group and . If , then  , where  is the identity element of the group G.

20. In a Cayley table for a group (G, *), each element appears exactly once in each row and exactly once in each column.

21. A group (G,*) is called a finite group if G has only a finite number of elements. The order of the group is the number of its elements.

22. A group with an infinite number of elements is called an infinite group.

23. If (G,*) is a group, then ({e},*) and (G,*) are subgroups of (G,*) and are called trivial.

24. Let G be a group and H be a non-empty subset of G. then H is a subgroup of G if and only if for all .

25. Let G be a group and H be a finite non-empty subset of G. then H is a subgroup of G if and only if for all .

26. Let  be a finite group of order n.
Then 

27. Let  be a finite cyclic group. Then the order of g equals the order of the group.

28. A finite group G is a cyclic group if and only if there exists an element  such that the order of this element equals the order of the group ().

29. Let G be a finite cyclic group of order n. Then froe every positive divisor d of n, there exists a unique subgroup of G of order d.

30. Let G be a group of finite order n. Then the order of any element x of G divides n and 

31.Let G be a group of prime order. Then g is cyclic.

Sunday, March 24, 2013

IB Maths Websites

IB mathematical Studies

Number and algebra, Descriptive statistics, Logic, sets and probability, Statistical applications, Geometry and trigonometry, Mathematical models, Introduction to differential calculus.

IB Mathematics SL



Algebra

Arithmetic sequences and series; sum of finite arithmetic series; geometric sequences and series; sum of finite and infinite geometric series. Sigma notation. Elementary treatment of exponents and logarithms. Laws of exponents; laws of logarithms. Change of base.

The binomial theorem.




Functions and equations

Domain, range, image of a function. Composite functions. Identity function. Inverse function.

The graph of a function, Function graphing skills., Investigation of key features of graphs, such as

maximum and minimum values, intercepts, horizontal and vertical asymptotes, symmetry, and consideration of domain and range.

Use of technology to graph a variety of functions, including ones not specifically mentioned.

The graph of inverse function as the reflection in the line y = x of the graph of y = f (x) .

Transformations of graphs , Translations, Reflections, Vertical stretch with scale factor p, Stretch in the x-direction, Composite transformations.

The quadratic function, The reciprocal function, The rational function, Vertical and horizontal asymptotes.




Exponential functions and their graphs, Logarithmic functions and their graphs.

Solving equations, both graphically and analytically.

Use of technology to solve a variety of equations, including those where there is no appropriate analytic approach.

The quadratic formula, The discriminant, Solving exponential equations, Applications of graphing skills and solving

equations that relate to real-life situations.




Circular functions and trigonometry

The circle: radian measure of angles; length of an arc; area of a sector. Definition of cosθ and sinθ in terms of the

unit circle. Exact values of sin, cos and tan of and their multiples.

The Pythagorean identity, Double angle identities for sine and cosine, Relationship between trigonometric ratios.

The circular functions sin x , cos x and tan x :their domains and ranges; amplitude, theirperiodic nature; and their graphs.

Composite functions of the form f (x) = asin (b(x + c) ) + d . Transformations.

Solving trigonometric equations in a finite interval, both graphically and analytically.

Equations leading to quadratic equations in sin x, cos x or tan x .

Solution of triangles, The cosine rule, The sine rule, including the ambiguous case, Area of a triangle.




Vectors

Vectors as displacements in the plane and in three dimensions.

Components of a vector, The scalar product of two vectors, Perpendicular vectors; parallel vectors, The angle between two vectors,

Vector equation of a line in two and three dimensions, The angle between two lines, Distinguishing between coincident and parallel

lines. Finding the point of intersection of two lines. Determining whether two lines intersect.




Statistics and probability

Concepts of population, sample, random sample, discrete and continuous data.

Presentation of data: frequency distributions, frequency histograms with equal class intervals, box-and-whisker plots, outliers.

Grouped data: use of mid-interval values for calculations, interval width; upper and lower interval boundaries, modal class.

Statistical measures and their interpretations. Central tendency: mean, median, mode. Quartiles, percentiles.

Dispersion: range, interquartile range, variance, standard deviation. Effect of constant changes to the original data.

Cumulative frequency; cumulative frequency graphs; use to find median, quartiles, percentiles.

Linear correlation of bivariate data, Pearson’s product–moment correlation coefficient r.

Scatter diagrams; lines of best fit., Equation of the regression line of y on x. Use of the equation for prediction purposes.

Mathematical and contextual interpretation. Concepts of trial, outcome, equally likely

outcomes, sample space (U) and event. The probability of an event A, The complementary events A and A′ (not A).

Use of Venn diagrams, tree diagrams and tables of outcomes.

Combined events, Mutually exclusive events, Conditional probability, Independent events, Probabilities with and without replacement.

Concept of discrete random variables and their probability distributions. Expected value (mean), E(X ) for discrete data.

Binomial distribution. Mean and variance of the binomial distribution. Normal distributions and curves. Standardization of normal variables (z-values, z-scores). Properties of the normal distribution.




Calculus

Informal ideas of limit and convergence, Limit notation, Definition of derivative from first principles, Derivative interpreted as gradient function and as rate of change. Tangents and normals, and their equations. The chain rule for composite functions.

The product and quotient rules. The second derivative. Extension to higher derivatives. Local maximum and minimum points.

Testing for maximum or minimum. Points of inflexion with zero and non-zero gradients. Graphical behaviour of functions,

including the relationship between the graphs of f , f ′ and f ′′ . Optimization. Indefinite integration as anti-differentiation.

The composites of any of these with the linear function ax + b . Integration by inspection, or substitution.

Anti-differentiation with a boundary condition to determine the constant term. Definite integrals, both analytically and using

technology. Areas under curves (between the curve and the x-axis). Areas between curves. Volumes of revolution about the x-axis.

Kinematic problems involving displacement s, velocity v and acceleration a. Total distance travelled.

IB Mathematics HL



Big overall changes are that matrices have been removed. The two portfolio

pieces have been replaced by a more open-ended mathematical exploration. Applications are mentioned

much more than previously.




Algebra

Arithmetic sequences and series, sum of finite arithmetic series, geometric sequences and series, sum of finite and infinite geometric series,Sigma notation.

Exponents and logarithms,Laws of exponents, laws of logarithms,Change of base.

Counting principles, including permutations and combinations.

The binomial theorem

Proof by mathematical induction.

Complex numbers: the number i

terms real part, imaginary part, conjugate,modulus and argument.

Cartesian form z = a + ib

Sums, products and quotients of complex numbers

Modulus–argument (polar) form, The complex plane.Powers of complex numbers: de Moivre’s theorem.

nth roots of a complex number

Conjugate roots of polynomial equations with real coefficients.

Solutions of systems of linear equations (a maximum of three equations in three unknowns), including cases where there is a unique solution, an infinity of solutions or no solution.







Functions and equations

Concept of function (domain, range, image),Odd and even functions,Composite functions, Identity function,One-to-one and many-to-one functions

Inverse function, The graph of a function, Investigation of key features of graphs, such as maximum and minimum values, intercepts, horizontal and vertical asymptotes and symmetry,and consideration of domain and range.

Transformations of graphs: translations, stretches, reflections in the axes. The graph of the inverse function as a reflection in y = x. Rational function, exponential function and logarithmic function.

Polynomial functions and their graphs. The factor and remainder theorems. The fundamental theorem of algebra.

Solving quadratic equations using the quadratic formula. Use of the discriminant to determine the nature of the roots.

Solving polynomial equations both graphically and algebraically. Sum and product of the roots of polynomial equations.

Use of technology to solve a variety of equations, including those where there is no appropriate analytic approach.

Graphical or algebraic methods, for simple polynomials up to degree 3. Use of technology for these and other functions.







Circular functions and trigonometry

The circle: radian measure of angles. Length of an arc; area of a sector.Definition of cosθ , sinθ and tanθ in terms of the unit circle.

Exact values of sin, cos and tan of and their multiples.

Definition of the reciprocal trigonometric ratios secθ , cscθ and cotθ . Pythagorean identities.

Compound angle identities. Double angle identities.

Composite functions of the form f (x) = asin(b(x + c)) + d .

The inverse functions arcsin x ,arccos x , arctan x , their domains and ranges, their graphs.

Algebraic and graphical methods of solving trigonometric equations in a finite interval, including the use of trigonometric identities and factorization.

The cosine rule. The sine rule including the ambiguous case. Area of a triangle




Vectors

Concept of a vector. Representation of vectors using directed line segments. Unit vectors; base vectors i, j, k.Components of a vector.

The definition of the scalar product of two vectors.

Properties of the scalar product:

The angle between two vectors. Perpendicular vectors; parallel vectors. vVector equation of a line in two and three dimensions: r = a +λb .

Simple applications to kinematics. The angle between two lines.Coincident, parallel, intersecting and skew lines.

Points of intersection. The definition of the vector product of two vectors.

Properties of the vector product. Geometric interpretation of v × w .

Vector equation of a plane r = a +λb + μc .

Use of normal vector to obtain the form r ⋅ n = a ⋅ n.

Cartesian equation of a plane ax + by + cz = d .

Intersections of: a line with a plane; two planes; three planes. Angle between: a line and a plane; two planes.




Statistics and probability

Concepts of population, sample, random sample and frequency distribution of discrete and continuous data.

Grouped data: mid-interval values, interval width, upper and lower interval boundaries. Mean, variance, standard deviation.

Concepts of trial, outcome, equally likely outcomes, sample space (U) and event.

The probability of an event A. The complementary events A and A′ (not A). Use of Venn diagrams, tree diagrams, counting principles and tables of outcomes to solve problems.

Combined events; the formula for P(A∪ B) . Mutually exclusive events. Conditional probability. Independent events, the definition. Use of Bayes’ theorem for a maximum of three events.

Concept of discrete and continuous random variables and their probability distributions. Definition and use of probability density functions.

Expected value (mean), mode, median, variance and standard deviation.

Binomial distribution, its mean and variance. Poisson distribution, its mean and variance.

Normal distribution, Properties of the normal distribution. Standardization of normal variables.




Calculus

Informal ideas of limit, continuity and convergence. Definition of derivative from first principles.

The derivative interpreted as a gradient function and as a rate of change. Finding equations of tangents and normals.

Identifying increasing and decreasing functions.

The second derivative. Higher derivatives.

Derivatives of xn , sin x , cos x , tan x , and ln x . Differentiation of sums and multiples of functions.

The product and quotient rules. The chain rule for composite functions.

Related rates of change. Implicit differentiation.

Derivatives of sec x , csc x , cot x , , loga x ,arcsin x , arccos x and arctan x .

Local maximum and minimum values. Optimization problems. Points of inflexion with zero and non-zero gradients.

Graphical behaviour of functions, including the relationship between the graphs of f , f ′ and f ′′ .

Indefinite integration as anti-differentiation. Indefinite integral of x^n , sin x , cos x and .

Anti-differentiation with a boundary condition to determine the constant of integration. Definite integrals.

Area of the region enclosed by a curve and the x-axis or y-axis in a given interval; areas of regions enclosed by curves.

Volumes of revolution about the x-axis or y-axis.

Kinematic problems involving displacement s, velocity v and acceleration a. Total distance travelled.

Integration by substitution. Integration by parts.