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Monday, February 4, 2013

Hi Bye

The most important way to foster conceptual intellectual is through the problems that
we assign. To that end I have devised various types of problems. several(prenominal) exercise learns begin
with requests to explain the meanings of the basic concepts of the section. (See, for
instance, the first couple of exercises in Sections 2.2. 2.4, 2.5, 5.3, 8.2, 11.2, and 11.3. I
often use them as a basis for classroom discussions.) Similarly, review sections begin with
a Concept Check and a True-False Quiz. Other exercises assay conceptual understanding
through graphs or tables (see Exercises 1.7.2225, 2.6.17, 2.7.33 44, 3.8.56, 5.2.4749,
7.1.1113, 8.7.2, 10.2.12, 10.3.3337, 11.1.12, 11.1.918, 11.3.310, 11.6.12,
11.7.3 4, 12.1.510, 13.1.1118, 13.2.1516, and 13.3.12).
Another type of exercise uses verbal description to test conceptual understanding (see
Exercises 2.4.10, 2.7.54, 2.8.9, 2.8.1314, and 5.10.55). I particularly value problems that combine
and equation graphical, numerical, and algebraic approaches (see Exercises 2.5.38,
2.5.43 44, 3.8.25, and 7.5.2).
Graded Exercise Sets Each exercise set is carefully graded, progressing from basic conceptual exercises and
skill-development problems to more challenging problems involving applications and
proofs.

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Real-World entropy My assistants and I have spent a great jalopy of time looking in libraries, contacting companies
and government agencies, and searching the meshwork for interesting real-world data
to introduce, motivate, and illustrate the concepts of calculus. As a result, many of the
examples and exercises give care with functions defined by such numerical data or graphs. See,
for instance, Figure 1 in Section 1.1 (seismograms from the Northridge earthquake), Exercise
5.1.14 (velocity of the space raspberry Endeavour), Figure 5 in Section 5.3 (San Francisco
power consumption), simulation 5 in Section 5.9 (data traffic on meshing links), and
Example 3 in Section 9.6 (wave heights).
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