This 12-minute video lesson looks at what happens when the characteristic equation only has one repeated root. [Differential Equations playlist: Lesson 20 of 45]
This 12-minute video lesson introduces separable differential equations. [Differential Equations playlist: Lesson 2 of 45]
This 14-minute video lesson explains how the product of the transforms of two functions relates to their convolution. [Differential Equations playlist: Lesson 44 of 45]
This 10-minute video lesson looks at using the method of undetermined coefficients to solve nonhomogeneous linear differential equations. [Differential Equations playlist: Lesson 22 of 45]
This 11-minute video lesson gives another example using undetermined coefficients. [Differential Equations playlist: Lesson 23 of 45]
This 8-minute video lesson gives another example where the nonhomogeneous part is a polynomial. [Differential Equations playlist: Lesson 24 of 45]
This 6-minute video lesson concludes the series on undetermined coefficients by putting it all together. [Differential Equations playlist: Lesson 25 of 45]
This 12-minute video lesson shows how to use the convolution Theorem to solve an initial value problem. [Differential Equations playlist: Lesson 45 of 45]
This 19-minute video lesson shows how to solve a non-homogeneous differential equation using the Laplace Transform. [Differential Equations playlist: Lesson 35 of 45]
Dimension of the Column Space or Rank. Created by Sal Khan.
Dimension of the Null Space or Nullity. Created by Sal Khan.
This task does not actually require that the student solve the system but that they recognize the pairs of linear equations in two variables that would be used to solve the system. This is an important step in the process of solving systems.
This purpose of this task is to help students see two different ways to look at percentages both as a decrease and an increase of an original amount. In addition, students have to turn a verbal description of several operations into mathematical symbols.
Double affine Hecke algebras (DAHA), also called Cherednik algebras, and their representations appear in many contexts: integrable systems (Calogero-Moser and Ruijsenaars models), algebraic geometry (Hilbert schemes), orthogonal polynomials, Lie theory, quantum groups, etc. In this course we will review the basic theory of DAHA and their representations, emphasizing their connections with other subjects and open problems.
Elementary Algebra is a work text that covers the traditional topics studied in a modern elementary algebra course. It is intended for students who (1) have no exposure to elementary algebra, (2) have previously had an unpleasant experience with elementary algebra, or (3) need to review algebraic concepts and techniques.
Elementary Algebra is designed to meet the scope and sequence requirements of a one-semester elementary algebra course. The book’s organization makes it easy to adapt to a variety of course syllabi. The text expands on the fundamental concepts of algebra while addressing the needs of students with diverse backgrounds and learning styles. Each topic builds upon previously developed material to demonstrate the cohesiveness and structure of mathematics.
Learn about graphing polynomials. The shape of the curve changes as the constants are adjusted. View the curves for the individual terms (e.g. y=bx ) to see how they add to generate the polynomial curve.
Learn about graphing polynomials. The shape of the curve changes as the constants are adjusted. View the curves for the individual terms (e.g. y=bx ) to see how they add to generate the polynomial curve.
This task asks students to use inverse operations to solve the equations for the unknown variable, or for the designated variable if there is more than one. Two of the equations are of physical significance and are examples of Ohm's Law and Newton's Law of Universal Gravitation.
This is a standard problem phrased in a non-standard way. Rather than asking students to perform an operation, expanding, it expects them to choose the operation for themselves in response to a question about structure. The problem aligns with A-SSE.2 because it requires students to see the factored form as a product of sums, to which the distributive law can be applied.