#MAT 116 Complete Course Material

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MAT 116 Complete Course Material

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MAT 116 Week 1-9 Complete Course

MAT 116 Week 1 Discussion Question 1

What is the difference between an equation and an expression? Include an example of each. Can you solve for a variable in an expression? Explain your answer. Can you solve for a variable in an equation? Explain your answer. Write a mathematical phrase or sentence for your classmates to translate.

Mat 116 Week one DQ 1

What are the steps of the order of operations? Why is it important that you follow the steps rather than solve the problem from left to right? Write an expression for your classmates to simplify using at least three of the following: o Groupings: Parenthesis, brackets, or braces o Exponents o Multiplication or division o Addition or subtraction Consider participating in the discussion by simplifying a classmate’s expression, showing how the expression would be incorrectly simplified if computed from left to right, or challenging the class with a complicated expression. Respond to your initial post and provide your classmates with the answer to your expression.

Mat 116 Week one DQ 2

When simplifying expressions, what are some common mathematical operations many students find difficult? Please illustrate by providing an example.

MAT 116 Discussion Question 2

Explain a real-world problem that you used math to solve. What mathematical expressions did you use in your problem solving? Define your variables and explain your expression.

MAT 116 Discussion Question 4

Why is it important to follow the order of operations? What are some possible outcomes when the order of operations is ignored? If you invented a new notation where the order of operations was made clear, what would you do to make it clear?

MAT 116 Week 1 Discussion Question 5

Why is it important that you follow the steps rather than solve the problem from left to right? Write an expression (numbers only) for your classmates to simplify using at least three of the following: Groupings (parenthesis, brackets, or braces)·

Exponents· Multiplication or division· Addition or subtraction·

MAT 116 Discussion Question 7

What resources are available to help you do well in this course? Which resources do you think will help you the most? Why? How do you plan to use the resources available to optimize your learning over the next 8 weeks?

MAT 116 Discussion Question 8

What are the four steps for solving an equation? Should any other factors be accounted for when solving an equation? Should any factors be accounted for when explaining how to solve an equation? Explain your answer.

MAT 116 Discussion Question 10

Post an equation or inequality from your week 2 readings. Using the four step process of solving equations, explain how you would solve the equation.

Then post an equation or inequality for the class to practice.

MAT 116 Discussion Question 13

How do you know if a value is a solution for an inequality? How is this different from determining if a value is a solution to an equation?

If you replace the equal sign of an equation with an inequality sign, is there ever a time when the same value will be a solution to both the equation and the inequality?

Write an inequality and provide a value that may or may not be a solution to the inequality.

MAT 116 Discussion Question 14

What are the four steps for solving a problem? Should any other factors be accounted for when solving a problem? Should any factors be accounted for when explaining how to solve a problem?

MAT 116 Discussion Question 15

What is the difference between a scatter plot and a line graph? What type of information would be better represented in a line graph?

MAT 116 Discussion Question 16

If a line has no y-intercept, what can you say about the slope and graph of that line? What if a line has no x-intercept? What would be the slope of that line, what would the graph look like? How would you graph the line y = -1/2x + 2?

MAT 116 Discussion Question 17

Address the following:

What similarities and differences do you see between functions and linear equations studied in Ch. 3?

Are all linear equations functions? Is there an instance when a linear equation is not a function? Support your answer.

Create an equation of a nonlinear function and provide two inputs for your classmates to evaluate.

MAT 116 Discussion Question 18

What is the difference between domain and range? Describe a real-life situation that could be modeled by a function.

Describe the values for x that may not be appropriate values even when they are defined by your classmates’ function.

MAT 116 Discussion Question 19

Systems of equations can be solved by graphing or by using substitution or elimination. What are the pros and cons of each method? Which method do you like best? Why? What circumstances would cause you to use a different method?

MAT 116 Discussion Question 20

Post your response to all of the following:

Review examples 2, 3, and 4 in section 8.4 of the text.

How does the author determine what the first equation should be?

What about the second equation?

How are these examples similar? How are they different?

Find a problem in the text that is similar to examples 2, 3, and 4

MAT 116 Discussion Question 21

What is the difference between an equation and an expression? Include an example of each. Can you solve for a variable in an expression? Explain your answer. Can you solve for a variable in an equation? Explain your answer. Write a mathematical phrase or sentence for your classmates to translate.

MAT 116 Discussion Question 22

Why is it important that you follow the steps rather than solve the problem from left to right? Write an expression (numbers only) for your classmates to simplify using at least three of the following:

Groupings: (parenthesis, brackets, or braces)

Exponents

Multiplication or division

Addition or subtraction

MAT 116 Discussion Question 23

Why does the inequality sign change when both sides are multiplied or divided by a negative number? Does this happen with equations? Why or Why not?

Write an inequality for your classmates to solve. In your inequality, use both the multiplication and addition properties of inequalities.

MAT 116 Discussion Question 24

How do you know if a value is a solution for an inequality? How is this different from determining if a value is a solution to an equation?

If you replace the equal sign of an equation with an inequality sign, is there ever a time when the same value will be a solution to both the equation and the inequality?

Write an inequality and provide a value that may or may not be a solution to the inequality.

MAT 116 Week 2 Appendix C Quiz

MAT 116 Week 2 Assignment Expressions and Equations Appendix C

MAT 116 Week 4 Assignment Solving and Graphing Equations Appendix D

MAT 116 Week 5 Discussion Question 1

Imagine that a line on a graph is approximately the distance y in feet a person walks in x hours. What does the slope of this line represent? How is this graph useful? Provide another example for your colleagues to explain.

MAT 116 Week 5 Discussion Question 1

Address the following:

What similarities and differences do you see between functions and linear equations studied in Ch. 3?

Are all linear equations functions? Is there an instance when a linear equation is not a function? Support your answer.

Create an equation of a nonlinear function and provide two inputs for your classmates to evaluate.

MAT 116 Week 5 Discussion Question 2

What are the differences among expressions, equations, and functions? Provide examples of each.

MAT 116 Week 5 Discussion Question 2

What is the difference between domain and range? Describe a real-life situation that could be modeled by a function.

MAT 116 Week 6 Assignment Functions and Their Graphs Appendix E

MAT 116 Week 6 DQ 1

Find a word problem that could be solved using systems of equations from your readings. Post the problem and explain how the equations would be written for that problem. Make sure to establish the variables and explain each equation. For practice during the discussion you may solve other classmates problems.

An airplane flies 1200 miles into the wind in 3 hours. The return trip takes 2 hours. Find the speed of the airplane without a wind and the speed of the wind.

MAT 116 Week 6 DQ 2 What are two symbolic techniques used to solve linear equations? Which do you feel is better? Explain why.

Post an example for your class to solve.

MAT 116 Week 7 DQ 1

How many solution sets do systems of linear inequalities have? Do solutions to systems of linear inequalities need to satisfy both inequalities? In what case might they not?

MAT 116 Week 7 DQ 2

Do the equations x = 4y + 1 and x = 4y – 1 have the same solution? How might you explain your answer to someone who has not learned algebra?

MAT 116 Week 8 Assignment Systems of Equations and Inequalities Appendix F

Week 9 DQ 1

Provide one real-world example of when graphing could be useful. Do you think you would ever use graphing in your life to solve problems? Explain why or why not.

Week 9 DQ 2

What concept learned in this course was the easiest for you to grasp? Why do you think it was easy for you? Which was the hardest? What would have made it easier to learn?

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Note: Refer to IAI General Education Courses page for guidelines on General Education course selection.

Course ListCodeTitleHoursGeneral Education RequirementsArea A - CommunicationsEGL 101Composition I3Select one of the following:3Composition IIIntroduction To Business And Technical WritingTechnical Writing ApplicationsEffective SpeechArea B - MathematicsSelect two courses from Area B (Mathematics)6Applied Mathematics I (recommended)Applied Mathematics II (recommended)Area C - ScienceNo course needed0Area D - Social and Behavioral SciencesSelect one course from a social or behavioral science discipline3Area E - Humanities/Fine ArtsSelect one course from a humanities or fine arts discipline3Area F - Global Studies1Select one course that satisfies Global Studies requirement0-3Area G - U.S. Diversity Studies2Select one course that satisfies U.S. Diversity Studies Requirement0-3Total Hours18

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Students may take a Global Studies course that satisfies both Area F and another Area requirement.

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Students may take a U.S. Diversity course that satisfies both Area G and another Area requirement.

Course ListCodeTitleHoursMajor RequirementsELT 101Introduction To Electronics5ELT 106Semiconductor Theory3ELT 110Electronic Drafting Using CAD4ELT 130Microcomputer Hardware Systems3ELT 221Digital Circuit Fundamentals3ELT 223Integrated Circuits3ELT 225Digital Integrated Circuits3ELT 231Fundamentals Of Microprocessors3CNS 105Networking Essentials3PHY 101Applied Physics4Select courses to total a minimum of eight credit hours from the following:8Programmable Logic Controllers (PLC)

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Total Hours42

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The following Pathway is recommended for students pursuing an Associate in Applied Science degree in Electronics and Computer Technology. For more information or program specific advising contact the department chair. General Education courses should be selected from the list of IAI General Education Courses.

Plan of Study GridFirst YearSemester OneHoursELT 101Introduction To Electronics5ELT 130Microcomputer Hardware Systems3CNS 105Networking Essentials3MAT 114Applied Mathematics I4Hours15Semester TwoEGL 101Composition I3ELT 106Semiconductor Theory3ELT 110Electronic Drafting Using CAD4ELT 140Computer Peripherals3MAT 116Applied Mathematics II3Hours16Second YearSemester OneELT 221Digital Circuit Fundamentals3ELT 223Integrated Circuits3PHY 101Applied Physics4Select one of the following:3Composition IIIntroduction To Business And Technical WritingTechnical Writing ApplicationsEffective SpeechSelect one of the following:3Introduction to World Music 1World Mythologies 1World Religions 1Hours16Semester TwoELT 225Digital Integrated Circuits3ELT 231Fundamentals Of Microprocessors3MFG 240Programmable Logic Controllers (PLC)4Select one of the following:3Introduction To Sociology 2Social Problems 3Introduction To Ethnic Studies 2Select one of the following:2-3A+ Certification PreparationFundamentals of Solar Energy SystemsHours15-16Total Hours62-63

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Course fulfills the Global Studies Requirement. At least one Global Studies course is required for degree completion.

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Course fulfills both, the Global Studies and U.S. Diversity Requirements.

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Assembled Piece by Piece, This 8-Year Build is Finally Complete

Ron Porter from Hudson, Florida, is a retired Marine contractor who specialized in building boat docks and boat lifts. When he was not modernizing elements in the maritime industry, he was enjoying his hobby of building cool custom classic trucks, an ongoing fascination that began when he was 14 years old with a $5 1947 Plymouth. In the last several decades, the trend continued with lots of fun vehicles residing in the garage. With a previous feature truck article already under his belt, this 1950 Chevrolet 3100 pickup is his latest and now that it’s complete he’s already working on a third that’s coming along nicely. Builds always become easier the more often you do them, thanks to the combination of experience and the unending source of parts available from the aftermarket and the Internet. Here’s an example: Ron was able to find the cab for this truck in Crystal River, Florida; the chassis and suspension, designed specifically to fit a 1950 Chevrolet pickup came from TCI Engineering in California; Smoothie Fab running boards came from North Carolina; the bed came from Mar-K in Oklahoma; and dozens of other critical parts arrived at his door, thanks to the mailman.

From the outset, the collection of components was designed around a potent powerplant, one that Ron had stored in the corner of his garage long before he started on this truck. Built by his good friend Charlie Ratliff in Port Richey, Florida, the motor began as a balanced Chevy 454, stroked to 466 ci and capable of moving any vintage pickup with authority. “I wanted a good, noisy one,” he told us as he opened the hood during the photo shoot. Once again, aftermarket parts were the answer, beginning with a Thunder Series Edelbrock Endurashine 600-cfm carb and Air Gap intake, Lunati cam, Mallory electronic ignition, and Sanderson-coated headers that feed a stainless steel exhaust system with MagnaFlow mufflers. A two-speed Rainbow Products fan and four-core aluminum radiator keep temps in the green while the March Front Runner pulley system drives all the accessories. Using a custom aluminum driveshaft, the big V-8 sends an estimated 575 hp to the Turbo 400 trans, upgraded with a B&M shift kit.

With the big-inch motor sitting quietly in the corner patiently waiting for a home, Ron got the ball rolling by ordering a complete TCI Engineering chassis package, carefully painting every inch when it arrived. Assembly began with their independent coilover frontend with 2-inch drop spindles followed by the Currie 9-inch Posi rear with 3.25 gears, held in place by TCI Engineering’s four-link. Alden coilovers keep everything stable. Eliminating the gas tank from the cab, Ron relocated the new 17-gallon aluminum fuel cell to the rear of the chassis, installing a billet filler cap in the bed. The Flaming River rack-and-pinion power steering connects to a Flaming River chrome column inside and is topped off with a steering wheel that Ron won at a car show. TCI four-wheel disc brakes ensure modern stopping power. The chassis became a roller, thanks to the 20-inch Coys wheels, 8 inches wide up front and 10-inch versions in the rear, wrapped in Saffiro rubber.

The cab was next and although it was in fair shape, lots of time was spent removing the dents and dings acquired over the years. The firewall was recessed 4 inches to accommodate the big-inch motor. Working smart rather than hard, Ron bought replacement parts rather than trying to salvage badly damaged originals. The hood and the passenger side front fender are original, the driver side front fender was found on the Internet, and the 2.5-inch wider fiberglass rear fenders came from Superior Glassworks. Smoothie Fab 16-gauge cold rolled steel running boards widen to match the extended rear fenders. Body mods include door handles and emblems shaved, the air vent in the cowl was welded shut, and a new chrome grille and stainless steel bumper added to dress up the front end. Lots of time was devoted to the engine room, hiding hoses and wiring to create a sanitary look. The Mar-K bed is outfitted with traditional Oak planks with a blonde stain and there’s a subtle antenna located between the cab and the bed. The rear was fitted with a custom pan and Chevrolet woodgrain logo was added to the tailgate. Lokar LED oval taillights and license plate light illuminate the rear. The ominous twin pipes tell you this ain’t yer daddy’s old Bowtie.

Moving inside, the distinctive leather-lined interior begins with distressed leather buckets sporting embroidered Chevrolet logos separated by a custom center console with cup holders. Leather door panels, floor mats that display the Chevy logo, and the matching brown tweed headliner and carpet all blend together beautifully. The truck entertains with a Kenwood stereo head unit powered by a five-channel Kenwood amp under the seat that energizes 6.5-inch Kenwood component sets in the kick panels along with a second pair of 6.5s and twin 10-inch subs on the rear cab wall. Controls for the single pane Nu-Relics power windows are on the dash, the Nostalgia Air A/C uses an additional panel under the dash for the vents, and the dash itself has all the unnecessary holes filled to highlight the modern Haneline gauge package. Brian Bojinoff at Master Crafted Custom Interiors in Hudson, Florida, worked with Ron’s wife, Diane, to come up with the fabrics, colors, and arrangement.

The final step in the process was bodywork and the beautiful Matrix root beer metallic paintjob, done by his friend Whitey Molnar. Although it doesn’t look it, the sophisticated paintjob was done in a makeshift paint booth at home and became the perfect complement to the rustic brown leather interior. Molnar sprayed the truck in separate pieces, ensuring that the bottom was just as detailed as the top. The truck was an eight-year build finished last year. Smiling, Ron says, “It would have been completed a lot quicker if everything fit but then I would have missed out on all that aggravation! In the end, I am really happy about the way it turned out.” Now that he has about 700 miles on the truck, Ron has already turned his attention to working on the third Porter custom, a 1947 five-window that will probably find its way to these pages soon (depending on how things fit, of course!). Special thanks to Charlie Ratliff, Brian Bojinoff, Whitey Molnar, and, of course, Diane.

Facts & Figures

Ron Porter 1950 Chevy CHASSIS Frame: TCI Engineering, 116-inch wheelbase Rearend / Ratio: Curry 9-inch with 3.25 gears and 31-spline axles Rear Suspension: TCI four-link and coilovers Rear Brakes: TCI Engineering 12-inch disc brakes Front Suspension: TCI Engineering independent front suspension and coilovers Front Brakes: TCI Engineering 11-inch disc brakes Steering Box: Flaming River rack-and-pinion with chrome column Front Wheels: Coys C5 Chrome 20×8 Rear Wheels: Coys C5 Chrome 20×10 Front Tires: Saffiro SF500 245/40ZR20 Rear Tires: Saffiro SF500 315/35ZR20 Gas Tank: Aluminum 17-gallon relocated under the bed

DRIVETRAIN Engine: 1986 Chevrolet 454 V-8 Heads: Stock steel, ported, and polished Valve Covers: Chrome Chevrolet Bowtie Manifold / Induction: 600-cfm Edelbrock Thunder Series AVS carb, Air Gap intake manifold, Endurashine finish Ignition: Mallory electronic Headers: Sanderson ceramic coated Exhaust / Mufflers: Ceramic-coated 2.5-inch system, MagnaFlow stainless mufflers Transmission: 1986 Chevrolet Turbo 400 with B&M shift kit, 2,400-rpm stall speed Shifter: Flaming River

BODY Style: 1950 Chevrolet 3100 pickup Modifications: Shaved door handles, two-piece windshield, one piece tinted side glass, air vent in cowl welded shut, sanitary engine compartment with hoses and wiring hidden Fenders front / rear: Stock steel front, 2.5-inch wider fiberglass fenders in the rear, custom-tapered running boards. Hood: Steel, smoothed Grille: Stock, chrome Bed: Mar-K bed, Oak planks with a blonde stain, Chevy logo on the tailgate, custom rear pan Bodywork and Paint by: Whitey Molnar, C&W Enterprises Hudson, FL Paint Type / Color: Matrix Root Beer Metallic basecoat with Diamond clearcoat Headlights / Taillights: Halogen headlights and oval Lokar LED taillights Outside Mirrors: Hagan Bumpers: Stock rechromed

INTERIOR Dashboard: Filled with auxiliary panel for A/C vents Gauges: Haneline and Omega Air Conditioning: Nostalgia Air Stereo: Kenwood eXecelon KDC-X599 CD receiver with built-in Bluetooth, Kenwood five-channel amplifier, four Kenwood 6-inch component sets and two Kenwood 10-inch subs Steering Wheel: Aftermarket, distressed leather wrapped Steering Column: Flaming River chrome and tilt Seats: Chevrolet van seats, with deleted headrests, distressed leather, and embroidered Chevrolet logos Upholstery by: Brian Bojinoff, Master Crafted Custom Interiors Hudson, FL, and Diane Porter Material / Color: Distressed Brown leather on seats, center console, and door panels Carpet and Headliner: Brown tweed

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