Download Part-Time Faculty Handbook - Abraham Baldwin Agricultural College

Abraham Baldwin Agricultural College
Department of Mathematics
Part-Time Faculty Handbook
THIS HANDBOOK has been created to acknowledge and support the significant role of
ABAC’s part-time faculty in our classrooms and on our campus. Owing to the limited
amount of time part-time faculty spend on campus and the fact that many arrive after
full-time faculty are gone and offices are closed, navigating through the semester can be
challenging. This handbook has been arranged to take you through your time at ABAC
chronologically, from the time you’re hired through the submission of your grades and
assessments at the end of the semester. Portions of this handbook are direct excerpts from
the Part-Time Faculty Handbook and Student Handbook published by the Office of
Academic Affairs. You have also been provided with helpful documents tailored to the
various courses taught by part-time faculty. You will find, for example, review materials,
formula/fact sheets, and suggested homework problems.
This handbook has been written by members of the full-time faculty in the Math
Department and is continuously updated. Your input is welcome. Please send comments,
suggestions, and questions to Assistant Professor Amanda Urquhart at
[email protected].
Revised 8/15
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Table of Contents
Faculty Contact Information ................................................................................................... 4
Administrative & Personnel Items.......................................................................................... 5
Specific Department Policies ................................................................................................... 6
Preparing for the First Day of Class ....................................................................................... 9
Course Syllabus .....................................................................................................................................................9
Checking Prerequisites .........................................................................................................................................9
Once the Semester Begins ..................................................................................................... 11
Class Rosters ...................................................................................................................................................... 11
Roster Verification ............................................................................................................................................. 12
Withdrawal Procedures ..................................................................................................................................... 12
Grade Submission .............................................................................................................................................. 13
Assigning an Incomplete.................................................................................................................................... 14
At the End of the Semester.................................................................................................... 15
Course Assessments ........................................................................................................................................... 15
Student Evaluations of Instruction................................................................................................................... 15
What You Should Keep ...................................................................................................................................... 15
Other Important Policies and Facts ...................................................................................... 16
Academic Code of Conduct................................................................................................................................. 16
Academic Support Center .................................................................................................................................. 18
Appeal of Grades ................................................................................................................................................ 19
Campus Alert System ........................................................................................................................................ 19
Desire 2 Learn .................................................................................................................................................... 20
Disability Services .............................................................................................................................................. 20
Emergency Procedures....................................................................................................................................... 20
Family Educational Rights and Privacy Act of 1974 (FERPA) ....................................................................... 21
Learning Support Suspension ........................................................................................................................... 22
Resources for MATH 0989 Foundations of College Algebra ................................................ 23
Course Content ................................................................................................................................................... 23
Resources for MATH 0999 Intermediate Algebra ................................................................ 28
Course Content ................................................................................................................................................... 28
Final Exam Review ............................................................................................................................................ 28
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Resources for MATH 1111 College Algebra .......................................................................... 29
Course Content ................................................................................................................................................... 29
Final Exam Review and Formula/Fact Sheet .................................................................................................. 30
Resources for MATH 1112 Trigonometry ............................................................................. 36
Course Content ................................................................................................................................................... 36
Final Exam Review and Formula Sheet ........................................................................................................... 37
Appendix ................................................................................................................................. 41
Sample Assessment Report ............................................................................................................................... 41
Sample Syllabus ................................................................................................................................................. 42
MyMathLab How-To Guide ................................................................................................................................. 45
A.
Logging In ......................................................................................................................................... 45
B.
Changing Due Dates............................................................................................................................. 45
C.
Changing Weights ................................................................................................................................ 45
D.
Editing Your Roster ............................................................................................................................. 45
E.
Managing Incompletes........................................................................................................................ 46
F.
Exporting Data...................................................................................................................................... 46
Final Statements .................................................................................................................... 46
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Faculty Contact Information
Ms. April Abbott
Britt 213
[email protected]
391-5160
Britt 225
[email protected]
391-5100
King 9
[email protected]
391-5108
King 12
[email protected]
391-5110
King 8
[email protected]
391-5107
Britt 205
[email protected]
391-5116
Britt 217
[email protected]
391-5118
Britt 215
[email protected]
391-5124
Britt 204
[email protected]
391-5122
Mathematics Lab Coordinator
Ms. Nancy Brannen
Senior Administrative Assistant
Mr. Gary Dicks
Assistant Professor
MATH 1112 Coordinator
Dr. Jan Gregus
Assistant Professor
MATH 1001 Coordinator
Mr. Avi Kar
Assistant Professor
MATH 0989 Coordinator
Ms. Melanie Partlow
Assistant Professor
Interim Department Chair
Ms. Lori Pearman
Assistant Professor
MATH 0987 Coordinator
Ms. Amanda Urquhart
Assistant Professor
Dr. Eunkyung You
Assistant Professor
MATH 1111 Coordinator
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Administrative & Personnel Items
ONCE OFFERED a position as Part-Time Faculty at ABAC, there are several
administrative items that need to be taken care of either with the Office of Human
Resources or with the Senior Administrative Assistant for the School of Science and
Mathematics. The following constitutes a checklist of items to be completed before your
first day of employment:
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Complete the online orientation at http://www.abac.edu/more/humanresources/new-hire-orientation
 Faculty Application (Completed online at HireTouch)
 Personal Data Form
 Background Request Form
 State Security Questionnaire/Loyalty Oath
 Employment Eligibility Verification (I-9)
Copies of personal identification are required (i.e. driver’s license, social security card, and
documents to prove eligibility to work in the US) and must be submitted to HR.
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 Federal Tax Withholding Form (W-4)
 Georgia State Withholding Tax Form (G-4)
 Direct Deposit Form and Direct Deposit Notification Form
 ABAC Email/Phone Account Request
 Georgia Defined Contribution Plan Exemption Form or Enrollment Form
 Worker’s Compensation Memorandum to Personnel File
 Auto Coverage and Safety Training
 Drug Free Policy for the Workplace
 ABAC Right to Know Training
 Conflict Resolution Training
 IT User Security Training
 Non-Harassment Training
Complete a Payroll Information Form (PIF)
Complete a Part-Time Faculty Contract
Obtain a Parking Decal, Identification Card, and key to Gray 110 from ABAC
Public Safety in Evans Hall
This may seem like a daunting task. In reality, much of what must be completed amounts
to no more than printing and signing a particular document. All these items can be
completed in one afternoon.
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Specific Department Policies
THE FOLLOWING is a list of policies that have been agreed upon by the full-time faculty
in the Math Department and should be adhered to in each math class offered at ABAC:
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Use of MyMathLab (MML) is required.
 For each section covered in the course, a Homework and Quiz have been set up
in an online system created by Pearson Higher Education. Each semester, a
coordinator course will be created for you to copy. Students then access your
course through the Pearson system and work through the assignments. You will
have some “bookkeeping” tasks to complete for which instructions are included
in the appendix of this handbook. The homework and quizzes from the sections
covered in a unit should be made due no later than the beginning of class on the
day of the unit exam. Through any number of attempts, a student must earn
70% or better on a homework assignment before attempting the quiz for the
same section. Students are allowed two attempts at each quiz.
At the beginning of each semester, the department hosts a MML Lab (usually in a
computer lab in the Nursing Building). The schedule for the lab will be circulated.
Sign-in sheets will be made and kept in the lab, then turned in to the respective
instructor at the end of the lab week. All students enrolled in MATH 0989, MATH
1001, MATH 1111, and MATH 1112 are expected to attend the lab. The purpose of
this lab period is to ensure that students are familiar with the MyMathLab.
The due date for individual sections within MyMathLab can be set at the
instructor’s discretion. Some of us choose to stagger due dates – about half the
assignments due midway through the unit, the other half due by the test date.
Some professors choose to have all sections due the night before the exam.
Regardless of how you choose to set your due date, all MML work for a unit can be
due no later than the start of class on the day of the unit exam.
Any work completed outside of class can total no more than 20% of a student’s final
average.
Final exams must be given during the specified final exam period set by the college.
In cases where a course meets, for example, MTWR, and could fit multiple final
exam periods, the instructor should choose a particular period from those
applicable. The final exam time and date should be published in the course
syllabus. The final exam schedule for each semester can be found at
http://www.abac.edu/academics/registrar.
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Students in MATH 0987, MATH 0997, MATH 0989 and MATH 0999 can have at
most three unexcused absences during a semester (two during summer semester).
Should a student’s unexcused absences exceed three (two in summer), he or she will
receive a U (Unsatisfactory) for the course.
Tardiness to class (to be defined by the instructor) should count as one-half an
absence. Total unexcused absences must be reported to the Registrar with midterm
and final grades.
MATH 0987, MATH 0997, MATH 0989, and MATH 0999 students can be awarded
only an S (Satisfactory) or a U (Unsatisfactory) for the course. Instructors should
maintain an accurate record of a student’s average. Any student earning 70% or
greater should receive an S for the course, excepting students whose unexcused
absences exceeds three.
As in any workplace, communication is the key. It is imperative that you check
your email daily to stay abreast of any changes in policy or important
announcements. Please make sure that the email address provided to the
department and to your students is accurate and checked daily.
In the event that you will not be able to attend a class, please contact the chair of
the department, Ms. Melanie Partlow, via email or phone as soon as possible. If a
substitute can be found in time, the class should still meet. As a last resort, should
the class need to be cancelled, Nancy or Melanie will post a typed notice on official
letterhead. In the past, students have taken it upon themselves to post unofficial
cancellation notices without consent of the instructor. Only select individuals have
access to official letterhead documents.
The Math Department has elected to use identical final exams for each section of a
given course, most of which contain approximately 40 multiple-choice type
questions. The final exams will be sent out from the Math Department by email.
Do not, under any circumstances, allow a student to leave a classroom or office with
a copy of a final exam. In the past, students have also attempted to copy problems
from finals on scratch paper, then keep the scratch paper after submitting the
exam. This is unacceptable. It is recommended that you collect all scratch paper or
any other paper a student may have had while in contact with a final exam. These
papers need not be kept for long and can be recycled, but under no circumstance
should a student be allowed to keep his or her scratch paper from a final exam.
The Part-Time Faculty office is located in Gray110. Office hours should be clearly
posted on the office door. The office phone number is 229-391-5125. You are
encouraged to provide a second contact number to your students. In any case, the
contact information provided to your students and to the department should be
correct and checked often. Additionally, your mailbox is located in the mail/copy
room on the second floor of Britt Hall. Please check your mailbox periodically
throughout the week to receive any memos or mail from the department.
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Instructors of classes which meet in the evening should wear their ID cards at all
times to be in compliance with the College’s new security policies.
Professional attire is required. All instructors should dress in business casual
apparel. Jeans are acceptable, but must not contain any holes or rips. Sweatpants,
sweatshirts, shorts, or other casual attire are not acceptable.
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Preparing for the First Day of Class
Course Syllabus
THE BULK of preparation for a class happens in the creation of your syllabus. A complete
syllabus includes the following:
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Required materials: text, any online access codes (MyMathLab), calculator (TI-83,
TI-83 Plus, TI-84, or TI-84 Plus)
Class meeting times and location
Instructor contact information
Instructor office hours: approximately two hours per week, depending on the
number of classes you’re teaching in a semester
Expected course outcomes
Clearly stated expectations for the students and requirements for success in the
course
Grading policies
Tentative schedule including material to be covered, exam dates, assignment due
dates, and important dates from the Academic Calendar
Relevant Learning Support (LS) policies (provided by the department)
Course attendance policy (varies by course and by instructor, except for LS courses)
Generic syllabi for all ABAC courses are available upon request and a sample syllabus is
provided in the appendix of this handbook. The information contained in the sample
provided is required to be included in the syllabus for each math course. You may,
however, add as much information as you like.
A course syllabus must be provided to each student at the first class meeting and/or posted
online. Research indicates that adult learners respond better in a classroom environment
when expectations concerning their performance are clearly articulated. The syllabus
represents an informal contract between instructor and student. It specifies what is
expected from the student and what in return the student will receive for his or her
efforts. A copy of your course syllabus including your posted office hours should be
submitted to Nancy prior to the first day of class.
Checking Prerequisites
FOR CLASSES with prerequisites, either test scores or previous courses, it is important to
ensure that each student has met the requirements. Do this before the start of the
semester but close enough to have a reasonably accurate roster. Any student who has not
met the prerequisite requirements cannot continue in the course. He or she must drop the
class before the end of the Drop/Add period at the beginning of the semester. Ideally, the
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drop should be done as soon as possible to allow openings for other students to enroll if
necessary. Checking prerequisites is absolutely crucial.
There are two methods for checking prerequisites.
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After printing your official roster from Banner Web, you can check a student’s
transcript (FACULTY SERVICES > ADVISOR MENU > STUDENT ACADEMIC TRANSCRIPT)
and test scores (FACULTY SERVICES > ADVISOR MENU > TEST SCORES AND
REQUIREMENTS) to ensure the proper prerequisites have been met.
Visit https://iweb.abac.edu/prereq/ and click on BY CRN. Then enter the semester
and CRN for the course you are teaching. A list will populate including various
information about the students enrolled in the course. Any Learning Support or
test score deficiencies should be apparent.
A list of prerequisite and/or co-requisite requirements for MATH 0987, MATH 0997,
MATH 0989, MATH 0999, MATH 1111, and MATH 1112 follows. COMM represents a
score on the Compass Algebra Exam, COMR represents a score on the Compass Reading
Exam, SATM represents a score on the math portion of the SAT, ACT represents a score
on the ACT.
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MATH 0987: 20 ≤ COMM ≤ 29
MATH 0997: 30≤ COMM ≤ 36 and enrollment in MATH 1001
MATH 0989: 20 ≤ COMM ≤ 36
MATH 0999: 30≤ COMM ≤ 36 and enrollment in MATH 1111
MATH 1111: COMR ≥ 74 and one or more from below
o COMM ≥ 37
o SATM ≥ 480
o ACT ≥ 20
o Enrollment in MATH 0999 with 30≤ COMM ≤ 36
MATH 1112: SATM ≥ 590 or ACT ≥ 26 or C or better in MATH 1111
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Once the Semester Begins
Class Rosters
CLASS ROSTERS may change greatly from one class meeting to the next during the first
few days of the semester. Your understanding of an adherence to the following
information is invaluable during the beginning of the semester.
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Print a new class roster each day class meets during the first week of the semester.
 Login to Banner Web
 Click FACULTY SERVICES > INSTRUCTION MENU > OFFICIAL CLASS ROSTER
 Select the Term and CRN
 Print the roster.
Do this just prior to the class meeting time, or as close to the class meeting as
possible. Since students are dropping and adding classes during the drop/add
period, it is vital that you have the very latest roster when you check attendance
each day.
You will need each day’s roster with attendance marked to correctly complete the
Roster Verification process later in the semester. This ensures students that never
attended are removed from the roster and that no financial aid funds are disbursed
incorrectly to students that are not attending class.
If you see the words “See Student Accounts” on your roster, it indicates that the
student’s fees are not paid in full. These students need to be told that your roster
indicates there is a problem with fees and he or she needs to visit the Student
Financial Services Office as soon as possible. The office is located on the second
floor of the Branch Student Center.
If a student is in your class but not on your roster, he or she was not registered for
your class when you printed the roster. Speak with the student after class to make
sure he or she has registered for your course. Verify this by viewing the most
current roster in Banner. If the student is not listed and there is a possibility of a
mishap, send the student to the Academic Support Center located on the bottom
floor of the Carlton Center.
Do not allow a student to stay in your class a second time unless his or her name is
listed on your most current roster.
Instructors must keep accurate attendance records and must report the individual number
of absences with midterm and final grades. Final determination of what constitutes an
excused absence rests with the classroom instructor. Faculty will not include in a
student’s unexcused absences those absences incurred due to authorized and approved
college sponsored events (or in the case of joint-enrollment student’s high school sponsored
events) in which the student represents the institution as part of a group or under the
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direct supervision of a faculty or staff member. Whenever a student is absent, whether for
official or personal reasons, the student must assume responsibility and provide notice to
the instructor, preferably in advance, for making arrangements for any assignments and
class work missed because of the absence. However, final approval for make-up work
remains with the individual instructor.
Roster Verification
ANY STUDENT who has never attended class should be removed from the roster during
Roster Verification. If the student has attended even one class, leave the student on your
roster (attended means actually sat through a class session). Roster Verification typically
begins late in the first week of class and is due midway through the second week of class.
Precise dates are listed in ABAC’s Academic Calendar posted by the Registrar.
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Login to Banner Web
Click FACULTY SERVICES > INSTRUCTION MENU > ROSTER VERIFICATION
Select the Term and CRN
Click the box next to a student’s name if the student has never attended a class
session.
Click CONTINUE.
Make changes if necessary.
Repeat this process for each CRN.
Withdrawal Procedures
IF A student needs to reduce his or her course load during a particular semester, that
student may officially withdraw from a class with a grade of W, provided he or she takes
this action before the mid-point in the semester or session. The specific deadline for
withdrawal without penalty is posted in the Academic Calendar published by the
Registrar. After midterm, a student withdrawing from a class will receive a WF. A
student who wants to withdraw from a course must first see his or her instructor for
permission to withdraw. At that point, the instructor completes a drop form and the
student submits the form to Academic Support. Although a W has no impact on the GPA,
the student should be aware that there are possible negative Financial Aid ramifications
in withdrawing from any class. A WF has an impact on the GPA and may also have
possible negative Financial Aid ramifications in withdrawing from any class. A student
who wishes to withdraw from a required Learning Support course must also withdraw
from any collegiate-level courses in which he or she is enrolled.
In select situations, a W may be assigned if a student withdraws after midterm due to
extenuating circumstances. It is required that a student be passing the course at midterm
to receive a W instead of a WF. In general, documentation explaining the circumstances
must be included with the approval form. Signatures of the department head and dean
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are required. Should either of these individuals not approve the change, the student will
receive a WF. The form for W after midterm is available at
http://www.abac.edu/wp-content/uploads/2012/11/WafterMid-Term.pdf.
Grade Submission
GRADES FOR full-term sessions are submitted to the Registrar via Banner Web twice
during each term. The first, for recording midterm deficiencies, is submitted prior to the
midterm of the semester. The deadline for midterm deficiency entry is typically two to
three days prior to the deadline for withdrawal without penalty. Faculty members are
required to report all C, D, and F grades (or U for MATH 0987, MATH 0997, MATH 0989,
and MATH 0999) at midterm. Midterm grades should be made available to the students
upon request, and these grades are not entered on students’ permanent records. Midterm
grades for session A and session B courses should be reported directly to the student at
least two days prior to the midterm point for that session. Faculty members are not
required to enter these into Banner Web. Final grades for all sessions are entered in
Banner Web. Instructions for entering midterm and final grades are given below. For
final grades that are entered in error, grade change forms are available online at
http://www.abac.edu/academics/registrar.
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Login to Banner Web
Click FACULTY SERVICES > INSTRUCTION MENU > MID TERM GRADES or FINAL
GRADES
Select the Term and CRN
Assign grades
 At midterm, only grades of C, D, F, or U should be submitted
 All final grades should be submitted. For each student with an F, enter the last
regular class date of attendance in the column under Last Attend Date using the
format MM/DD/YYYY. For each student with an F, enter the number of
absences in the column under Attended Hours, including a 0 for perfect
attendance. Count absences up to your reported last date of attendance.
Click SUBMIT
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Assigning an Incomplete
IN GENERAL, an instructor should avoid assigning an incomplete (I) for a student’s final
grade if at all possible. However, in some cases, the incomplete is warranted. The
incomplete indicates that a student was producing satisfactory work, but for non-academic
reasons beyond his or her control, was unable to meet the full requirements of the course.
If an I is not satisfactorily removed after twelve months, the Registrar will change the I to
an F. Incompletes cannot be removed by re-enrolling in and completing a course. In
general, documentation explaining the extenuating circumstances is required. A grade of
I cannot be changed to a withdrawal (W). The student does not need to re-enroll in the
course to complete the work. To change an I to an A, B, C, D, or F, complete an Official
Grade Change form. This form is available at online on the Registrar’s webpage at
http://www.abac.edu/academics/registrar.
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At the End of the Semester
AFTER THE semester has concluded and your final grades have been submitted to Banner
(see previous section), there are a few bookkeeping items that should be completed.
Course Assessments
THE SOUTHERN Association of Colleges and Schools (SACS) requires that each course
have some form of quantitative assessment to determine successful delivery of each of the
course outcomes. The School of Science and Mathematics uses questions from the final
exams to measure this. Like the final exams, the course assessment spreadsheets are
available in D2L. A single Excel workbook, Assessment Reports.xlsx, has been created
and contains one sheet for each math course taught at ABAC. Use the Item Analysis
scantron to complete the assessment for each class taught in the semester. A copy of this
report and the Item Analysis scantron should be turned in to Nancy with the Official Class
Roster displaying the final grades in each class. Melanie Partlow will need an electronic
copy of your assessments as well. These are due no later than noon on the last day of
Finals Week. You are encouraged to analyze the data from the course assessments and
determine if any changes in teaching or methodology are warranted. A sample
assessment has been included in the Appendix to this handbook.
Student Evaluations of Instruction
EVALUATION OF instruction is an extremely important part of the assessment process at
ABAC. Toward the end of the semester, instructors should receive notice of procedures
related to the student evaluation of instruction process. The written evaluations will be
administered in class and delivered to the department office by a student.
You are encouraged to analyze your responses, particularly the comments portion, and
determine if any changes in teaching or methodology are warranted.
What You Should Keep
THE FOLLOWING documents should be kept and stored securely for at least five years:
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Course syllabus
Gradebooks
Attendance records
Final exam with key
Final exam scantrons
Disability Documents
Withdrawal forms
Official Roster containing final grades
Assessment Report
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Other Important Policies and Facts
Academic Code of Conduct
ACADEMIC INTEGRITY is the responsibility of all ABAC faculty and students. Faculty
members should promote academic integrity by including clear instruction on the
components of academic integrity and clearly defining the penalties for cheating and
plagiarism in their course syllabi. Students are responsible for knowing and abiding by
the Code of Conduct and the faculty members’ syllabi. All students are expected to do
their own work and to uphold a high standard of academic ethics.
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Academic Dishonesty
Academic irregularities include, but are not limited to, giving or receiving of
unauthorized assistance in the preparation of any academic assignment; taking or
attempting to take, stealing, or otherwise obtaining in an unauthorized manner any
material pertaining to the education process; selling, giving, lending, or otherwise
furnishing to any person any question and/or answers to any examination known to
be scheduled at any subsequent date; fabricating, forging, or falsifying lab or
clinical results; plagiarism in any form related to themes, essays, term papers,
tests, and other assignments; breaching any confidentiality regarding patient
information.
Any student caught with cheating (which includes having a cell phone visible
during the test) will be given a zero on the exam.
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Disciplinary Procedures
1. If a student admits responsibility in a case of suspected academic dishonesty
which does not involve a grade penalty significant enough to alter the student’s
final grade in the course, the faculty member may handle the case on an
informal basis by talking with the student and securing a signed statement from
the student admitting responsibility and acknowledging the penalty to be
imposed, if any. In all cases of suspected academic dishonesty in which the
student does not admit responsibility or in which the grade penalty would alter
the student’s final grade in the course, the faculty member will contact the Office
of the Vice President for Academic Affairs. The VPAA will appoint a facilitator
from among the faculty or staff to meet with the faculty member who reported
the matter and the student(s) believed to have engaged in academic dishonesty.
The purpose of the meeting will be to provide a facilitated discussion about what
may have occurred. The faculty member who reported the matter, the student(s)
believed to have engaged in academic dishonesty, and the facilitator are the only
participants in the meeting. Audio or video recordings of these proceedings will
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be permitted. Following the discussion, the facilitator will submit a form
summarizing the results of the proceedings to the Office of the VPAA.
2. The faculty member and student(s) may reach an agreement about the matter
and, if dishonesty is involved, may determine the appropriate consequences. If
no resolution is agreed upon, the matter will be forwarded to the Dean of
Students, who will convene the Student Judiciary Committee to make
recommendations.
3. Guidelines for disciplinary procedures as outlined in Section V of the Student
Code of Conduct will be applicable in cases involving alleged academic
dishonesty. A written copy of the recommendations by the Student Judiciary
Committee shall be sent not only to the student but also to the faculty member
who made the allegations of academic dishonestly against the student, to the
VPAA, and to the President.
4. Prior to any finding of responsibility on the part of the student, the faculty
member shall permit the student to complete all required academic work and
shall evaluate and grade all work except the assignment(s) involved in the
accusation of dishonesty. The faculty member may, however, take any action
reasonably necessary to collect and preserve evidence of the alleged violation
and to maintain or restore the integrity of exam or laboratory conditions.
5. A student may not withdraw from a course to avoid penalty of plagiarism or
other forms of academic dishonesty.
Appeals Process
Students have the right to appeal a Student Judiciary Committee hearing
recommendation in accordance with the following procedures:
1. Requests for appeals must be submitted in writing to the Office of the Vice
President for Academic Affairs within five business days of the date of the letter
notifying the student of the original decision. Failure to appeal within the
allotted time will render the original decision final and conclusive.
2. Written requests for appeals must be specific and detailed as to the nature and
substance of the student’s complaint and must clearly indicate what action is
requested. The written request should specify the grounds for appeal. Judicial
recommendations may be appealed on the following grounds:
 A violation of due process
 Prejudicial treatment by the original hearing body
 New evidence has become available which was not available at the time of
the hearing
3. Appeals shall be decided upon the record of the original proceedings, the written
appeal submitted by the defendant, and any written briefs submitted by other
participants. Cases will not be reheard on appeal.
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4. If the student is dissatisfied with the decision of the VPAA, the student may
request in writing that the President consider the appeal, but such requests
must be made within five business days of the VPAA’s decision.
5. Within five business days of receiving the appeal, the President will either rule
on the appeal or refer the appeal to a special Presidential Panel. The
Presidential Panel will review all facts and circumstances connected with the
case and within five business days make a report of its findings to the President.
After consideration of the Panel’s report, the President will within five business
days make a decision which shall be final so far as the College is concerned.
6. Should the student be dissatisfied with the President’s decision, written
application may be made to the Board of Regents for a review of the decision.
This application must be submitted within twenty days following the decision of
the President. Additional information regarding procedures for appealing to the
Board is available in the President’s Office. The decision of the Board shall be
final and binding for all purposes.
Academic Support Center
THE ACADEMIC Support Center, located on the first floor of the Carlton Center, includes
various departments, all of which center on student success in academics at ABAC.
Students can find the following support services in the Center: Student Development,
tutoring (math, writing, and reading), academic testing, and learning support. In
addition, the Center has Academic Support Counselors available to assist all current
students with their academic needs.
Student Development encompasses counseling, career development counseling and
placement, disability services, national and distance learning testing, ADA compliance,
and advising for students who have not declared a major.
Academic Support Counselors assist students with a variety of academic needs, including
but not limited to dropping/adding a class, completing ABAC withdrawals, processing
transient permission, verifying student readiness for graduation, counseling students
regarding degree options and standards of academic progress, assisting students with
scholarship applications, helping students identify opportunities for internships and
extracurricular activities, referring students to other campus resources, and providing
supplemental academic advising as needed.
Tutoring services are available at no cost to all ABAC students. Tutoring in mathematics
and English are provided on a drop-in basis. Students should check each term for tutoring
schedules for all other courses. Writing tutors serve the needs of student writers across
the curriculum. Students receive assistance with all aspects of writing, from developing a
thesis to reviewing a draft. Math tutoring provides assistance for all levels of
mathematics courses from Learning Support through calculus.
18
Appeal of Grades
THE GRADE appeals process is intended to provide a way for students to voice a claim of
discrimination, capricious or unfair dealings, or denial of due process.
A student who wishes to appeal a final grade in a course must first appeal in writing to
the instructor who taught the course. The appeal must specify reasons indicating why the
assigned grade is incorrect or inappropriate. Appeals of grades earned in a fall semester
must be delivered in writing to the instructor within the first thirty calendar days from
the first day of class of the following spring semester. A student wishing to contest a
grade earned in spring semester or summer semester must initiate the appeal within the
first thirty calendar days from the first day of class of the following fall semester.
The instructor to whom the appeal is made will respond to the student in writing within
ten business days of the date of the appeal. Should this response not satisfy the appeal,
the student will appeal in writing within ten business days from the date of the
instructor’s response to the dean of the school in which the course was taught. The dean
may conduct a conference including the dean, the student, and the instructor. The dean
may convene an impartial committee in the discipline to review pertinent documents.
Within ten business days from the date of the student’s appeal to the dean, the dean will
respond to the student in writing.
Should this procedure fail to resolve the appeal, the student may appeal in writing to the
Vice President for Academic Affairs (VPAA) within ten business days from the date of the
dean’s response. The VPAA will then take the appeal to the Academic Review Committee,
where further hearings may be conducted.
Should this procedure fail to resolve the appeal, the student may appeal in writing to the
President of the College within ten business days of the VPAA’s response. The judgment
of the President will be considered the final and binding decision on the matter.
Campus Alert System
THE ABAC Campus Alert System, utilizing the Connect-Ed service, allows campus
administrators to communicate quickly with students, faculty, and staff in the event of an
urgent situation on campus such as class cancellations, campus closings, severe weather,
or security incidences. For complete information on the Campus Alert System and to
enter and/or edit your contact information, go to BANNER.
ABAC also utilizes an outdoor siren for emergency alerts, primarily for weather related
events. The ABAC Web home page provides the most recent emergency updates.
National Oceanic Atmospheric Administration (NOAA) weather radios are located in
many ABAC office buildings; telephone trees are utilized; and announcements are made
over police cruiser PA systems when warranted.
19
Desire 2 Learn
THE CURRENT learning management system used by USG institutions is Desire 2 Learn.
You are encouraged to post syllabi and all other important documents to your course
homepage within this platform.
Disability Services
SERVICES TO students with physical and/or learning disabilities are provided through the
Student Development Center. ABAC is committed to providing an equal educational
opportunity (including academic, cultural and recreational experiences, and facilities) for
all qualified students with documented disabilities. These opportunities include support
services, auxiliary aids and accommodations for qualified individuals, based on a student’s
individual and documented needs in compliance with Section 504 of the Federal
Rehabilitation Act of 1973 and the Americans with Disabilities Act (1990) and the ADA
Reauthorization Act of 2009 (ADAAA). Fostering a positive and supportive attitude
towards students with any disability is important to the College’s mission.
Approved documentation must be on file before accommodations can be allowed.
Typically, students with documented learning disabilities receive extra time for testing, a
quiet area for test-taking, free of distractions, and/or tests proctored by staff in the
Student Development Center.
Emergency Procedures
IN THE event of an emergency, you should first call 911 if circumstances dictate, but you
may also contact the college’s Police Department at 229-391-5060. There are fifteen
emergency phones located at strategic locations throughout the interior of campus and in
every parking lot. In case of an emergency, simply open the door and a call will be
electronically transmitted to the ABAC Police Department giving the location of the phone
being used. If the situation permits, press the button on the inside which allows you to
speak directly to an ABAC police officer and relay to the officer the exact nature of your
emergency.
The Student Health Center is open Monday through Thursday 9am-4:30pm, Friday 9am2pm, and is staged by nursing personnel who deal with minor accidents/illnesses involving
students. It is located at the rear of the Health Sciences Building and the phone number
is 229-391-5030. For serious accidents, illnesses, or life-threatening emergencies, dial 9911.
Instructors should familiarize themselves with emergency procedures (i.e. locations of fire
alarms, extinguishers, exits, evacuation routes) in each building in which they teach.
Instructors teaching in buildings containing hazardous chemicals/materials should
familiarize themselves with special emergency procedures. During a pandemic situation,
20
course content will be available on the current classroom management system, D2L, so
class delivery may continue.
Instructors who become ill or injured while at work should notify the department head or
school dean as soon as possible. If an accident or injury involving a student occurs, call
the ABAC Police Department to complete a report. Faculty teaching at ABAC on the
Square on Moultrie should complete the incident form available in the office at ABAC on
the Square. This form must be completed within 24 hours of the incident.
Family Educational Rights and Privacy Act of 1974 (FERPA)
THE FAMILY Educational Rights and Privacy Act (FERPA) affords students certain rights
with respect to their educational records. They are:



The right to inspect and review the student’s education records within 45 days of
the day the college receives a request for access. Students should submit to the
Registrar written requests that identify the record(s) they wish to inspect. The
Registrar official will make arrangements for access and notify the students of the
time and place where the records may be inspected.
The right to request the amendment of the student’s education records that the
student believes are inaccurate or misleading. Students may ask the College to
amend a record that they believe is inaccurate or misleading. They should write the
College official responsible for the record, clearly identify the part of the record they
want changed, and specify why it is inaccurate or misleading. If the College decides
not to amend the record as requested by the student, the College will notify the
student of the decision and advise the student of his or her right to a hearing
regarding the request for amendment. Additional information regarding the
hearing procedures will be provided to the student when notified of the right to a
hearing.
The right to consent to disclosures of personally identifiable information contained
in the student’s education records, except to the extent that FERPA authorizes
disclosure without consent. One exception which permits disclosure without
consent is disclosure to school officials with legitimate educational interests. A
school official is a person employed by the College in an administrative, supervisory,
academic or research, or support staff position (including law enforcement unit
personnel and health staff); a person or company with whom the College has
contracted (such as an attorney, auditor, or collection agent); or a student serving
on an official committee, such as a disciplinary or grievance committee; or assisting
another school official in performing his or her tasks. A school official has a
legitimate educational interest if the official needs to review an education record in
order to fulfill his or her professional responsibility.
21

The right to file a complaint with the US Department of Education concerning
alleged failures by the College to comply with the requirements of FERPA. The
name and address of the Office that administers FERPA are:
Family Policy Compliance Office
US Department of Education
400 Maryland Avenue SW
Washington, DC 20202-4605
No personally identifiable information from the education records of a student will be
disclosed to any third party by any official or employee of the College without written
consent of the student. FERPA guidelines state that institutions may release, without
written consent, those items specified as public or directory information for currently
enrolled students and for former students unless the student completes a written request
with the Enrollment Services Office to prohibit the release of directory information. The
request must be completed in the Enrollment Services Office by the end of the published
official drop/add period or it will be assumed that the directory information may be
disclosed for the current academic term. A request to prohibit the release of directory
information will remain in effect until the student notifies the Enrollment Services Office
in writing. FERPA defines directory information as information contained in an
educational record of a student that generally would not be considered harmful or an
invasion of privacy if disclosed. Directory information includes, but is not limited to,
student’s name, address, telephone listing, email address, photo, date and place of birth,
major field of study, grade level, enrollment status, participation in officially recognized
activities and sports, weight and height of members of athletic teams, dates of attendance,
degrees, honors and awards received and the most recent previous educational agency or
institution attended by the student.
Learning Support Suspension
IF A student does not complete requirements for LS English, Reading, and MATH within
30 credit hours, he or she will be not allowed to take any courses except Learning Support
courses. Students who fail to exit out of MATH 0987 or MATH 0989 within two semesters
will be suspended for one year. The student will be considered for readmission in one year
(three semesters).
22
Resources for MATH 0989 Foundations of College Algebra
Course Content
AN UPDATED calendar will be provided to you each semester. The units are divided as
below, with a unit exam given at the conclusion of each grouping. A calculator is not
allowed on the first unit exam but may be used for all other unit exams and the
cumulative final exam. Also included below is a list of suggested homework problems from
the text. Each instructor can decide whether or not to collect and grade the homework
Unit 1: The Real Number System and Algebraic Expressions
1.1
Fractions
9, 13, 35, 39, 45, 53, 57, 63, 73, 87, 91, 95, 99, 105
1.2
Exponents, Order of Operations, and Inequality
17, 23, 33, 37, 39, 45, 49, 51, 53, 57, 63, 77, 85, 93
1.3
Variables, Expressions, and Equations
11, 13, 17, 19, 23, 27, 29, 41, 45, 47, 51, 57, 61, 75, 77
Real Numbers and the Number Line
27, 33, 35, 37, 47, 53, 57, 59, 61, 65, 67, 75, 77
Adding and Subtracting Real Numbers
11, 15, 29, 35, 39, 47, 51, 55, 57, 59, 63, 77, 85, 93, 95, 99, 105, 109, 117
Multiplying and Dividing Real Numbers
11, 23, 29, 37, 39, 41, 43, 45, 47, 49, 53, 55, 65, 67, 69, 75, 77, 83, 91, 95, 103
1.4
1.5
1.6
1.8
Simplifying Expressions
9, 13, ,17, 21, 27, 39, 41, 43, 45, 57, 59, 61, 69, 75, 83, 85
Unit 2: Linear Equations and Inequalities in One Variable; Applications
2.1
2.2
2.3
2.4
2.5
2.6
7.6
2.8
The Addition Property of Equality
7, 17, 21, 25, 33, 37, 39, 45, 51, 55, 59, 63, 65, 69, 71, 75, 77
The Multiplication Property of Equality
9, 11, 15, 19, 23, 27, 31, 33, 37, 43, 47, 49, 53, 63, 69, 73, 75
More on Solving Linear Equations
15, 25, 29, 31, 35, 37, 39, 45, 47, 49, 63, 71, 73, 75, 77, 79
An Introduction to Applications of Linear Equations
7, 9, 11, 13, 15, 17, 19, 31, 33, 37, 39, 43, 51, 55
Formulas and Additional Applications from Geometry
15, 17, 19, 23, 25, 27, 31, 37, 41, 43, 45, 55, 59, 63, 73, 77, 79
Ratio, Proportion, and Percent
3, 11, 13, 23, 29, 35, 37, 47, 49, 51, 57, 59, 81, 101, 105
Variation
27, 29, 31, 33, 35, 37
Solving Linear Inequalities
23
7, 9, 11, 19, 21, 33, 43, 49, 51, 53, 83, 87, 89, 91
Unit 3: Sets; Absolute Value; Linear Equations in Two Variables
9.1
9.2
3.1
3.2
3.3
3.4
7.1
7.2
Set Operations and Compound Inequalities
7, 13, 15, 19, 21, 23, 31, 35, 39, 41, 47, 53, 59, 61
Absolute Value Equations and Inequalities
5, 9, 11, 19, 23, 27, 31, 33, 39, 43, 47, 51, 55, 67
Linear Equations in Two Variables; The Rectangular Coordinate System
1, 7, 11, 23, 29, 31, 47, 51, 59, 61, 73, 77
Graphing Linear Equations in Two Variables
1, 3, 5, 13, 15, 17, 31, 35, 39, 41, 47, 53, 67, 73
The Slope of a Line
3, 5, 11, 13, 15, 21, 27, 31, 45, 49, 51, 53, 57, 61, 63
Writing and Graphing Equations of Lines
3, 15, 21, 29, 31, 35, 41, 45, 53, 59, 65, 71, 73, 77, 79
Review of Graphs and Slopes of Lines
1, 3, 7, 9, 15, 17, 21, 33, 41, 67, 73, 75, 81, 85, 89, 105
Review of Equations of Lines; Linear Models
7, 21, 23, 29, 35, 41, 45, 47, 59, 67, 71, 77, 83, 89
Unit 4: Exponents and Polynomials
4.1
The Product Rule and Power Rules for Exponents
3, 9, 19, 21, 25, 29, 33, 39, 41, 49, 57, 65, 73, 75, 77, 81
4.2
Integer Exponents and the Quotient Rule
1, 5, 9, 23, 25, 29, 47, 51, 53, 63, 67, 69, 71, 75, 81
Adding and Subtracting Polynomials; Graphing Simple Polynomials
13, 17, 21, 23, 29, 35, 39, 59, 65, 69, 75, 79, 85, 91, 95
Multiplying Polynomials
3, 7, 15, 17, 23, 29, 33, 37, 45, 47, 55, 65, 69, 95
Special Products
11, 13, 27, 35, 43, 53, 79, 81
Dividing Polynomials
7, 13, 21, 31, 33, 37, 43, 45, 49, 55, 61, 71, 77, 83
4.4
4.5
4.6
4.7
Unit 5: Factoring and Applications
5.1
5.3
5.4
5.5
The Greatest Common Factor; Factoring by Grouping
3, 5, 9, 27, 29, 39, 43, 45, 47, 49, 51, 55, 73, 77, 85, 87
More on Factoring Trinomials
5, 17, 23, 27, 41, 43, 51, 55, 59, 67, 73, 79, 83, 85
Special Factoring Techniques
11, 17, 19, 25, 37, 39, 47, 53, 63, 69, 71, 79, 83, 89
Solving Quadratic Equations by Factoring
13, 19, 21, 23, 27, 35, 37, 39, 43, 53, 57, 61, 65, 79
24
MATH 0989 Foundations of College Algebra
Final Exam Review
1.
2.
3.
4.
5.
True or false: −5 < −2.
True or false: −4 ≥ −(−5).
Evaluate: 4 + [13 + (−5)].
Evaluate: [−3 + (−4)] + [5 + (−6)].
Evaluate:
−5(2)+[3(−2)−4]
.
−3−(−1)
6. Evaluate the following expression when 𝑎 = 3 and 𝑦 = −4: −2𝑦 2 + 3𝑎.
7. Evaluate the following expression when 𝑎 = 3 and 𝑦 = −4: (5𝑎 − 2𝑦)(−2𝑎).
1
2
8. Evaluate: 3 4 ∙ 1 3.
1
7 2 ft
9. Find the perimeter of the triangle in the following figure: 5 1 ft
4
24
6
10. Evaluate: 7 ÷ 21.
11. Evaluate:
6(5+1)−9(1+1)
5(8−6)−23
1 2
2 11
.
1
10 ft
8
12. Evaluate: 4 ∙ 3 + 5 ∙ 3 .
13. Write the following statement as an equation, then solve the equation: A number minus three
equals 1.
14. Write the following statement as an equation, then solve the equation: Three times a number
is equal to eight more than twice the number.
4
15. Simplify: − 3 (12𝑦 + 15𝑧).
16. Simplify: −(−𝑧 + 5𝑤 − 9𝑦).
17. Simplify: −2(−3𝑘 + 2) − (5𝑘 − 6) − 3𝑘 − 5.
18. Simplify: −5(8𝑗 + 2) − (5𝑗 − 3) − 3𝑗 + 17.
19. Solve: 2(2 − 3𝑟) = −5(𝑟 − 3).
20. Solve: 9(2𝑚 − 3) − 4(5 + 3𝑚) − 5(4 + 𝑚) = −3.
1
1
1
21. Solve: 3 𝑥 − 4 𝑥 + 12 𝑥 = 3.
22. Solve: 11𝑟 − 5𝑟 + 6𝑟 = 168.
23. Solve: 9(3𝑘 − 5) = 12(3𝑘 − 1) − 51.
2(𝑥+1)
24. Solve: 4 = 3𝑥.
25. Solve: 0.2(60) + 0.05𝑥 = 0.10(60 + 𝑥).
26. John Doe has a party length submarine sandwich 59 inches long. He wants to cut it into three
pieces so that the middle piece is 5 inches longer than the shortest piece and the shortest piece
is 9 inches shorter than the longest piece. How long should the three pieces be?
27. Solve the following formula for 𝑥: 𝐴𝑥 + 𝐵𝑦 = 𝐶.
1
28. Solve the following formula for ℎ: 𝑉 = 3 𝜋𝑟 2 ℎ.
29. The distance between Kansas City, Missouri, and Denver is 600 miles. On a certain wall map,
this is represented by a length of 2.4 feet. On the map, how many feet would there be between
Memphis and Philadelphia, two cities that are actually 1000 miles apart?
3𝑦−2
6𝑦−5
30. Solve: 5 = 11 .
31. If 𝑥 varies directly with 𝑦, and 𝑥 = 10 when 𝑦 = 7, find 𝑦 when 𝑥 = 50.
32. If 𝑡 varies inversely with 𝑠, and 𝑡 = 3 when 𝑠 = 5, find 𝑠 when 𝑡 = 5.
25
33. If 𝑓 varies jointly with 𝑔2 and ℎ, and 𝑓 = 50 when 𝑔 = 4 and ℎ = 2, find 𝑓 when 𝑔 = 3 and ℎ =
6.
34. A train leaves Kansas City, Kansas, and travels north at 85 kilometers per hour. Another train
leaves at the same time and travels south at 95 kilometers per hour. How long will it take
before they are 315 kilometers apart?
35. How many liters of 25% acid solution must be added to 80 liters of 40% solution to obtain a
solution that is 30% acid?
36. Eduardo Gomez is saving money for his college education. He deposited some money in a
savings account paying 5% and $1200 less than that amount in a second account paying 4%.
The two accounts produced a total of $141 interest in 1 year. How much did he invest at each
rate?
37. Solve the following inequality and graph your solution on a number line:
−𝑥 + 4 + 7𝑥 ≤ −2 + 3𝑥 + 6.
38. Solve the following inequality and graph your solution on a number line:
5(2𝑘 + 3) − 2(𝑘 − 8) > 3(2𝑘 + 4) + 𝑘 − 2.
39. Solve the following inequality and graph your solution on a number line: −5 ≤ 2𝑥 − 3 ≤ 9.
40. Solve the following compound inequality: 𝑥 + 5 ≤ 11 and 𝑥 − 3 ≥ −1.
41. Solve the following compound inequality: 3𝑥 < 𝑥 + 12 or 𝑥 + 1 > 10.
42. Solve: |𝑥 − 6| = 3.
43. Solve: |𝑟 + 5| > 12.
𝒙
𝒚
44. Solve: |3𝑟 − 1| ≤ 11.
0
2
1
45. Solve: |3 𝑟 − 2| = |3 𝑟 + 3|.
0
46. Complete the table of values for the given equation: 2𝑥 − 5𝑦 = 10.
−5
47. Graph the linear equation3𝑥 + 7𝑦 = 14.
−3
48. Find the 𝑥 and 𝑦 intercepts of the graph of the equation 5𝑥 − 2𝑦 = 20.
49. The height 𝑦 (in centimeters) of a woman is related to the length 𝑥 of her radius (the bone from the
wrist to the elbow) and is approximated by the linear equation 𝑦 = 3.9𝑥 + 73.5.
a) Use the equation to find the approximate heights of women with radii of lengths 20 centimeters, 26
centimeters, and 22 centimeters.
b) Use the equation to find the length of the radius in a woman who is 167 centimeters tall.
50. Find the slope of the line through the points (−2, 4) and (−3, 7).
51. What is the slope of a line whose graph is parallel to the graph of 3𝑥 + 𝑦 = 7? Perpendicular to
the graph of 3𝑥 + 𝑦 = 7?
52. Give the slope of each of the following lines:
a)
b)
53. Give the equation of the line passing through (−1, 4) and perpendicular to the line 2𝑥 + 3𝑦 =
8.
26
54. Give the equation of the line passing through (−1, 3) and having slope 𝑚 = −4.
1
55. Graph the equation using the slope and 𝑦–intercept: 𝑦 = − 𝑥 + 4.
3
56. Simplify: (−8𝑟 4 )(7𝑟 3 ).
57. Simplify: (−𝑟 4 𝑠)2 (−𝑟 2 𝑠 3 )5.
58. Simplify:
(4−1 𝑎−1 𝑏 −2 )
−2
(5𝑎−3 𝑏 4 )
(3𝑎−3 𝑏 −5 )2
0
−2
.
59. Simplify: −(−10) .
60. Simplify: (7𝑦 3 + 3𝑦 2 + 2𝑦) − (18𝑦 4 − 5𝑦 2 + 𝑦).
61. Simplify: (12𝑟 5 + 11𝑟 4 − 7𝑟 3 − 2𝑟 2 ) + (−8𝑟 5 + 3𝑟 3 + 2𝑟 2 ).
62. Multiply: (6𝑥 + 1)(2𝑥 2 + 4𝑥 + 1).
63. Multiply: (2𝑥 + 3)(6𝑥 − 4).
64. Find the product: (8𝑎 − 3𝑏)2 .
65. Find the product: (5𝑥 + 2)(5𝑥 − 2).
66. Divide:
6𝑟 5 −8𝑟 4 +10𝑟 2
−2𝑟 4
𝑥 2 +11𝑥+16
.
67. Divide:
.
𝑥+8
68. Factor completely: 5𝑚2 + 15𝑚𝑝 − 2𝑚𝑟 − 6𝑝𝑟.
69. Factor completely: 18𝑟 2 − 2𝑡𝑦 + 12𝑟𝑦 − 3𝑟𝑡.
70. Factor completely: 𝑚2 + 𝑚 − 20.
71. Factor completely: 𝑦 2 − 8𝑦 + 15.
72. Factor completely: 𝑟 2 − 𝑟 − 30.
73. Factor completely: 𝑏 2 + 8𝑏 + 15.
74. Factor completely: 20𝑦 2 − 39𝑦 − 11.
75. Factor completely: 12𝑠 2 + 11𝑠 − 5.
76. Factor completely: 36𝑥 2 − 16.
77. Factor completely: 4𝑧 2 − 12𝑧𝑤 + 9𝑤 2.
78. Solve: 12𝑝2 = 8 − 10𝑝.
79. Solve: 2𝑘(𝑘 + 3) = (3𝑘 + 1)(𝑘 + 3).
80. The volume of a rectangular Chinese box is given by 𝑉 = 𝐿𝑊𝐻 (where 𝐿 is length, 𝑊 is width,
and 𝐻 is height). The volume of the figure below is 192 cubic units. Find its length and width.
4
𝑥+2
𝑥
81. The product of the second and third of three consecutive integers is 2 more than 10 times the
first integer. Find the integers.
27
Resources for MATH 0999 Intermediate Algebra
Course Content
AN UPDATED calendar will be provided to you each semester. The 999 workbook will be
provided as well. The exerices will be collected as homework.
Final Exam Review
A review or the final exam is given in the MATH 1111 section.
28
Resources for MATH 1111 College Algebra
Course Content
AN UPDATED calendar will be provided to you each semester. The units are divided as
below, with a unit exam given at the conclusion of each grouping. Also included below is a
list of suggested homework problems from the text. Each instructor can decide whether or
not to collect and grade the homework
Unit 1: Number Systems; Linear Equations in One and Two Variables
1.4
1.7
2.1
2.2
2.3
The Complex Number System
1, 5, 9, 11, 13, 18, 22, 25, 35, 37
Quadratic Equations
1, 7, 11, 15, 21, 25, 29, 37, 45, 46, 47, 49, 61, 64, 69, 77, 79
The Cartesian Coordinate System
7, 24, 25, 32, 35, 39, 44, 47
Linear Equations in Two Variables
1, 3, 5, 7, 25, 29, 35
Forms of Linear Equations
1, 3, 5, 13, 15, 17, 25, 27, 33, 35, 37, 38, 41, 43, 47
Unit 2: Equations in Two Variables; Relations and Functions
2.4
Parallel and Perpendicular Lines
1, 7, 13, 17, 21, 23, 25
2.6
Introduction to Circles
1, 7, 8, 11, 17, 27, 33, 37, 53, 55
10.1 Solving Systems of Equations by Substitution and Elimination
5, 14, 29, 31, 42, 44, 45, 47, 51, 61, 103, 105, 109, 111
3.1 Relations and Functions
1, 9, 12, 18, 19, 25, 27, 29, 31, 37, 42, 45, 49, 55, 65, 67, 73, 75
3.2 Linear and Quadratic Equations
3, 4, 5, 17, 19, 21, 31, 33, 37, 39, 43, 49, 50, 52, 53, 57, 65, 66
3.3 Other Common Functions
1, 3, 5, 7, 9, 20, 25, 29, 34
Unit 3: Creating New Functions
3.4
3.5
3.6
3.7
Variation and Multi-Variable Functions
1, 3, 9, 13, 15, 19, 21, 25, 27, 33
Transformations of Functions
1, 3, 4, 7, 13, 14, 16, 25, 27, 31, 32, 33, 35, 41, 49, 64, 67
Combining Functions
3, 13, 15, 24, 25, 33, 43, 46, 49, 51, 63
Inverses of Functions
29
1, 3, 7, 17, 19, 25, 27, 37, 43, 53, 55, 65
Unit 4: Polynomial and Rational Functions
4.1
4.2
4.3
4.4
4.5
Introduction to Polynomial Equations and Graphs
1, 3, 25, 27, 29, 33, 41, 42, 60, 62
Polynomial Division and the Division Algorithm
1, 5, 15, 19, 21, 27, 39, 45, 51
Locating Real Zeros of Polynomials
1, 3, 5, 13, 17, 41, 45, 46, 58, 73
The Fundamental Theorem of Algebra
1, 3, 7, 13, 19, 23, 25, 33
Rational Functions and Rational Inequalities
1, 3, 5, 11, 21, 23, 25, 33, 39, 41, 49, 51
Unit 5: Exponential and Logarithmic Functions
5.1
5.2
5.3
5.4
5.5
Exponential Functions and Their Graphs
1, 5, 7, 19, 21, 23, 25, 31, 35, 37
Applications of Exponential Functions
1, 3, 5, 7, 9, 13, 16
Logarithmic Functions and Their Graphs
1, 4, 15, 17, 24, 25, 28, 33, 37, 41, 47, 61, 69, 75, 83
Properties and Applications of Logarithms
3, 7, 15, 21, 25, 27, 42, 43, 57, 61,71, 81, 83
Exponential and Logarithmic Equations
3, 5, 11, 19, 27, 31, 41, 50, 53, 75, 79
Final Exam Review and Formula/Fact Sheet
A review or the final exam and a final exam formula sheet are given on the next few
pages. These documents begin on new pages for ease of copying and distribution.
30
MATH 1111 College Algebra Practice Final Exam
Revised Summer 2015
1. Find f(–1) when f(x) = –2x + x – 1.
2. Find f(–3) when f(x) = 3x2 + 2x + 1.
3. Determine if the following is a function of x: y   1  2 x .
3x  1
.
4. Determine if the following is a function of x: y 
x2
5. Find the domain of the following function: f ( x)  3x  12 .
2x
.
6. Find the domain of the following function: f ( x)  2
x 4
1
1
7. If f ( x)  1  and g ( x)  , find (fg)(x) and state its domain.
x
x
1
1
8. If f ( x)  1  and g ( x)  , find (f – g)(x) and state its domain.
x
x
9. Determine if the following function is symmetric with respect to the origin, y–axis, or x–axis:
3x
f ( x)  2
.
x 9
10. Determine if the following function is symmetric with respect to the origin, y–axis, or x–axis:
f ( x)  x 4  1.
11. For the graph of f(x) = –3x2 + 5x,
a) Is the point (–1, 2) on the graph of f?
b) If x = –2, what is f(x)? What point is on the graph of f(x)?
c) If f(x) = –2, what is x? What point is on the graph of f(x)?
d) What is the domain of f?
e) List the x–intercepts, if any, of the graph of f.
f) List the y–intercept, if there is one, of the graph of f.
g) What are the zeros of f?
12. Use your calculator to determine the intervals on which the following function is increasing,
decreasing, or constant: f(x) = x5 – x3.
x 2
x0

x  0, find f(–2), f(2), and f(0).
13. If f ( x)  2
2 x  1 x  0

14. The graph of y = x3 is shifted left by 3 units, reflected across the x–axis, and shifted down 5 units.
Write the resulting equation.
15. The graph of y = x2 is shifted right by 3 units, reflected across the y – axis, and shifted up 5 units.
Write the resulting equation.
16. Beth has 3000 feet of fencing available to enclose a rectangular field. One side of the field lies along
a river, so only three sides require fencing. Express the area A of the rectangle as a function of x,
where x is the length of the side parallel to the river. For what value of x is the area largest?
2
17. Find the equation in slope–intercept form of the line containing the points (1, 3) and (–1, 2).
18. Find an equation of the line perpendicular to the line x – 2y = –5 and containing the point (0, 4).
19. Find an equation of the line parallel to the line 2x – y = –2 and containing the point (0, 0).
31
20. The monthly cost C, in dollars, of a car rental agency is a weekly rate of $300 for a car and an
additional charge of 10 cent for each mile driven.
a) What is the cost if you drive 100 miles?
b) How many miles can you travel in a week for $1000?
5 x  y  13
21. Solve the following system of linear equations: 
.
2 x  3 y  12
22. The height, in feet, from the ground of a ball dropped from a 100-foot building t seconds after it is
dropped is given by the formula h(t) = −16𝑡 2 + 100 . At what time will the ball hit the ground?
23. John sold 300 tickets for the vet dinner. Dog tickets cost $10.50 per ticket, and cat tickets cost $8.25
per ticket. If John collected $2972.25 for all the tickets he sold, how many dog tickets did John sell?
24. A bank loaned out $12,000, part of it at the rate of 8% per year and the rest at the rate of 18% per
year. If the interest received totaled $1000, how much was loaned at 8%?
25. Find the standard form of the equation of the circle with center at (1, 0) and containing the point
(–3, 2).
26. Find the standard form of the equation of the circle endpoints of a diameter at (4, 3) and (0, 1).
27. The length of a rectangle is 6 feet greater than its width. The area A of the opening of a rectangular
window is 40 square feet. Find the length of the rectangle.
28. Solve x2 + 6x + 3 = 3.
29. An object is propelled vertically upward with an initial velocity of 20 meters per second. The
distance s (in meters) of the object from the ground after t seconds is s(t) = –4.9t2 + 20t.
a) When will the object be 15 meters above the ground?
b) When will it strike the ground?
c) Will the object reach a height of 100 meters?
30. Determine, without graphing, whether the following function has a maximum or minimum value,
then find that value: f(x) = –x2 + 10x – 4.
31. Determine, without graphing, whether the following function has a maximum or minimum value,
then find that value: f(x) = 4x2 – 8x + 3.
32. Find the vertex for the following parabola: f(x) = x2 – 2x – 3.
33. How do you to tell whether a relation is a function or one-to-one function?
34. Find the complex zeros of the function f(x) = x2 + x + 1.
35. Determine the character of the zeros of the equation 2x2 + 3x – 4 = 0.
36. Form a polynomial of degree 3 with zeros: –2 of multiplicity 2, and 4 of multiplicity 1.
37. Use the Factor Theorem to determine whether x + 3 is a factor of f(x) = –4x3 + 5x2 + 8.
38. Use the Factor Theorem to determine whether x – 2 is a factor of f(x) = 3x4 – 6x3 – 5x + 10.
39. Find all real zeros of f(x) = x4 – x3 – 6x2 + 4x + 8, then use the real zeros to factor f(x) completely.
40. Find the complex zeros of the function f(x) = x4 + 2x3 + 22x2 + 50x – 75.
41. Solve for x: 𝑥 = √3𝑥 + 4
3x
.
42. Locate any vertical, horizontal, and/or oblique asymptotes of the following function: f ( x) 
x4
43. Locate any vertical, horizontal, and/or oblique asymptotes of the following function:
x3  8
f ( x)  2
.
x  5x  6
5  x2
.
44. Locate any vertical, horizontal, and/or oblique asymptotes of the following function: f ( x) 
3x 4
32
45. Locate any vertical, horizontal, and/or oblique asymptotes of the following function: f ( x) 
4x5
.
x3 1
x 2  x  12
46. Identify the intercepts of the following function: f ( x) 
.
x2  4
3x  3
.
47. Identify the intercepts of the following function: f ( x) 
2x  4
1
2
48. Solve the linear inequality  x  7 x  .
4
3
2
49. Solve the quadratic inequality 6x < 6 + 5x.
2𝑥+5
50. Solve the rational inequality 𝑥+1 ≥ 0.
51. Solve the polynomial inequality x3 – 9x ≤ 0.
52. If f(x) = 2x2– 1 and g(x) = 3x, find the composite function (f ○ g)(x).
x
3
53. If f ( x) 
and g ( x) 
, find the composite function (f ○ g)(x).
2x  3
4x  2
54. Find the inverse of the function f ( x)  3 x  8.
3x  1
.
55. Find the inverse of the function f ( x) 
x
56. Determine if the following function is one–to–one: f(x) = |x + 5|.
57. Determine if the following function is one–to–one: f(x) = x3 – 7.
58. Solve for x: 22x–1 = 4.
2
59. Solve for x: 9 2 x  27 x  31.
60. Write the exponential equation 3x = 4.6 in logarithmic form.
61. Write the logarithmic equation ln 4 = x in exponential form.
62. Use the change of base formula to evaluate log 5 8 correct to four decimal places.
 5x 2 3 1  x 
, 0  x  1.
63. Expand ln 
2 
4
(
x

1
)


2
log(
x

1
)

log( x  3)  log( x  1) .
64. Condense
65. Solve for x: log3(x + 12) + log3(x + 4) = 2.
66. Solve for x: ln(𝑥 − 2) + ln(2) = ln(𝑥 + 3)
67. Find the amount that results from an investment of $100 invested at 4% compounded quarterly after
a period of 2 years.
68. Find the amount that results from an investment of $100 invested at 12% compounded continuously
after a period of 3.75 years.
69. The size P of a certain insect population at time t (in days) obeys the function P(t) = 500e0.02t.
a) Determine the number of insects at t = 0 days.
b) What is the growth rate of the insect population?
c) What is the population after 10 days?
d) When will the insect population reach 800?
e) When will the insect population double?
33
MATH 1111 College Algebra
Revised Spring 2015
Practice Final Exam
Solutions
1. - 4
2. 22
3. No
4. Yes
5. D = [4, ∞)
6. D = (–∞, –2)  (–2, 2)  (2, ∞)
1 1
7. ( fg )( x)   2 , D = (–∞, 0)  (0, ∞)
8. ( f  g )( x)  1, D = (–∞, 0)  (0, ∞)
x x
9. origin symmetry
10. y–axis symmetry
1
 1

11. a. No
b. –22; (–2, –22)
c.  , 2; 2,  2 and   ,  2 
3
 3

5
5 
d. D = (–∞, ∞)
e. 0, 0 and  , 0 
f. (0, 0)
g. x  0,
3
3 
12. increasing (–∞, –0.77)  (0.77, ∞) ; decreasing (–0.77, 0.77)
13.
4; 5; 2
14. y = –(x + 3)3 – 5
15. y = (–x – 3)2 + 5
1
1
5
16. A( x)  1500 x  x 2 ; x = 1500 maximizes area
17. y  x 
2
2
2
18.2x + y = 4
19. y = 2x
20. a. $310 b. 7000 miles
21. (3, 2)
22. 2.5 seconds
23. 221 tickets
24. $11,600
25. (x – 1)2 + y2 = 20
26. (x – 2)2 + (y – 2)2 = 5
27. 10 feet
28. x = 0, –6
29. a. t = 0.99 seconds, and t = 3.09 seconds
b. t = 4.08 seconds
c. No
30. maximum; 21
31. minimum; –1
32. (1, –4)
1 i 3
33. VLT or HLT
34. x 
2
35. two distinct real zeros 36. f(x) = x3 – 12x – 16
37. No
38. Yes
39.
The real zeros are –2, –1, and 2. f(x) = (x + 2)(x + 1)(x – 2)2
40. –3, 1, ±5i
41. 4
42. x = –4, y = 3
43. x = 3, y = x+ 5
44. x = 0, y = 0
45. x = 1, no horizontal or oblique
 3
 5

46.
(–3, 0), (4, 0), and (0, 3)
47. (–1, 0) and  0, 
48.  ,  
 4
 72

−5
 2 3
49.   , 
50. (−∞, 2 ) ∪ (−1, ∞)
51. (–∞, –3]  [0, 3].
 3 2
1
52. (f ○ g)(x) = 18x2 – 1
53. ( f  g )( x) 
54. f –1(x) = x3 – 8
4x

1
3
55. f 1 ( x) 
56. No
57. Yes
58. x 
x3
2
1
59. x  1, 
60. log3 4.6 = x
61. ex = 4
62. 2.5841
3
 ( x  1) 2 
1

63. ln 5  2 ln x  ln( 1  x)  ln 4  2 ln( x  1)
64. log 
3
(
x

3
)(
x

1
)


65. x = –3
66. x=7
67. $108.29
68. $156.83
69. a. 500 insects
b. 2%
c. 611 insects
d. 23.5 days
e. 34.7 days
34
MATH 1111 College Algebra
Final Exam Formula & Fact Sheet
Distance Formula
Midpoint Formula
Circle Formula
(standard form)
Linear Functions &
Relations
The distance from (𝑥1 , 𝑦1 ) to (𝑥2 , 𝑦2 ) is given by 𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 .
𝑥1 +𝑥2 𝑦1 +𝑦2
, 2 ).
2
The midpoint of the segment from (𝑥1 , 𝑦1 ) to (𝑥2 , 𝑦2 ) is(
(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2
Slope–intercept form: 𝑦 = 𝑓(𝑥) = 𝑚𝑥 + 𝑏
Standard form: 𝐴𝑥 + 𝐵𝑦 = 𝐶
Point–slope form: 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
𝑦 −𝑦
Slope formula: 𝑚 = 𝑥2 −𝑥1
2
Quadratic
Functions
The Quadratic
Formula
Compound Interest
Formulas
1
General form: 𝑦 = 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, 𝑎 ≠ 0
Standard form: 𝑦 = 𝑓(𝑥) = 𝑎(𝑥 − ℎ)2 + 𝑘, 𝑎 ≠ 0
The solutions of 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, 𝑎 ≠ 0, are given by 𝑥 =
𝐴 = accumulated amount
𝑟 = annual interest rate
𝑡 = time (years)
𝑃 = principle
𝑛 = number of compoundings per year
𝑟 𝑛𝑡
𝐴 = 𝑃 (1 + )
𝑛
Rational Functions
−𝑏±√𝑏2 −4𝑎𝑐
.
2𝑎
𝐴 = 𝑃𝑒 𝑟𝑡
𝑝(𝑥)
Consider a function of the form 𝑦 = 𝑓(𝑥) = 𝑞(𝑥). Assuming that 𝑝(𝑥) and 𝑞(𝑥)
are polynomial functions with no common factors, we find the
 Vertical asymptote (VA) by setting 𝑞(𝑥) = 0 and solving for x.
 Horizontal asymptote (HA) by considering the degree of the numerator (𝑛)
and the degree of the denominator (𝑚).
 If 𝑛 < 𝑚, the HA is 𝑦 = 0.
 If 𝑛 = 𝑚, the HA is given by the ratio of the leading coefficients for 𝑝(𝑥)
and 𝑞(𝑥).
 If 𝑛 = 𝑚 + 1, there is an oblique asymptote which can be found via long
division.
 If 𝑛 > 𝑚, there is no HA.
Logarithms
Power Rule: log 𝑎 𝑀𝑟 = 𝑟 log 𝑎 𝑀
Product Rule: log 𝑎 𝑀𝑁 = log 𝑎 𝑀 + log 𝑎 𝑁
𝑀
Quotient Rule: log 𝑎 = log 𝑎 𝑀 − log 𝑎 𝑁
𝑁
Change of Base: log 𝑎 𝑀 =
log𝑏 𝑀
log𝑏 𝑎
35
Resources for MATH 1112 Trigonometry
Course Content
AN UPDATED calendar will be provided to you each semester. The units are divided as
below, with a unit exam given at the conclusion of each grouping. Also included below is a
list of suggested homework problems from the text. Each instructor can decide whether or
not to collect and grade the homework
Unit 1: Trigonometric Functions
6.1
Radian and Degree Measure of Angles
9, 18, 23, 30, 41, 46, 48, 49, 59, 61, 71, 75, 87, 89, 90, 98
6.2
Trigonometric Functions of Acute Angles
15, 16, 26, 31, 39, 47, 51
Trigonometric Functions of Any Angle
16, 21, 23, 27, 31, 35, 65, 67, 73, 81, 87
Graphs of Trigonometric Functions
7, 9, 14, 15, 16, 18, 19, 21, 39, 41, 45
6.3
6.4
Unit 2: Analytic Trigonometry
6.5
7.1
7.2
7.3
Inverse Trigonometric Functions
5, 25, 27, 29, 35, 43, 44, 47, 49, 57, 65
Fundamental Identities and their Uses
1, 3, 5, 7, 9, 10, 11
Sum and Difference Identities
4, 25, 37, 47, 51, 55, 57, 75
Product-Sum Identities
5, 13, 15, 19, 27, 29, 42
Unit 3: Applications of Trigonometry
7.4
8.1
Trigonometric Equations
9, 10, 17, 31, 35, 39, 59, 63, 65, 67, 70, 85
The Law of Sines and the Law of Cosines
4, 5, 17, 25, 28, 29, 37, 45, 59, 70, 72, 76, 88, 90, 91
Unit 4: Additional Topics in Trigonometry
8.2
8.4
8.5
8.6
Polar Coordinates and Polar Equations
1, 2, 7, 10, 14, 17, 22, 27
Trigonometric Form of Complex Numbers
1, 6, 18, 21, 35, 41, 42, 45, 50, 53, 55, 59, 70, 76
Vectors in the Cartesian Plane
11, 21, 27, 33, 36, 43, 46, 50
The Dot Product and its Uses
36
1, 11, 12, 13, 15, 17, 19, 25, 27, 31, 35, 39, 41, 45, 49, 54
Final Exam Review and Formula Sheet
A review or the final exam and a final exam formula sheet are given on the next few
pages. These documents begin on new pages for ease of copying and distribution.
37
MATH 1112 Trigonometry
Final Exam Review
1. Convert 105° to exact radian measure.
2. Convert 42° to radian measure to the nearest hundredth of a radian.
3. Find the length of the arc that subtends an central angle of 150° on a circle if radius 5cm.
5
4. Find the equivalent number of radians in 8 revolution.
5. A wheel is rotating at 100 revolutions per second. Find the angular velocity in radians per second.
6. Find the area of a sector of a circle with a radius of 10 centimeters and a central angle of 120°. Round
to the nearest hundredth of a square centimeter, and use the 𝜋 key.
12
7. Find the area of the shaded region to the right. Round to the nearest
50°
hundredth.
4
5
8. If 𝜃 is an acute angle in standard position and cos 𝜃 = , find sin 𝜃.
𝜋
9. Find the exact value of cos 6 .
10. Find the value of the six trigonometric functions of the angle 𝜃 in
standard position with the terminal side passing through the point
(−4. 3).
11. Given that sin 𝜃 = −
√3
for
2
an angle in quadrant IV, find the exact value of cot 𝜃.
12. Use a calculator to evaluate sec(−0.6). Round to four decimal places.
13. Evaluate sin
20𝜋
.
3
𝑥
2
14. State the amplitude and period of the graph of 𝑓(𝑥) = 3 sin .
𝑥
15. State the period of the function 𝑓(𝑥) = −2 tan 4.
𝑥
𝜋
16. Sketch the graph of 𝑓(𝑥) = −2 sin (3 + 2 ).
17. Sketch the graph of 𝑓(𝑥) = − cot 2𝑥.
𝑥
18. List the minimum point(s) for the graph of 𝑓(𝑥) = csc with 0 ≤ 𝑥 ≤ 2𝜋.
2
𝑥
19. Find the phase shift and period for the function 𝑓(𝑥) = 3 cos (2 + 𝜋).
20. Sketch the graph of 𝑓(𝑥) = 2 sin 3𝑥.
21. Write sin 2𝑥 cos 3𝑥 − cos 2𝑥 sin 3𝑥 in terms of a single trigonometric function.
24
5
22. Given cos 𝛼 = − 25 with 𝛼 in quadrant II and sin 𝛽 = − 12 with 𝛽 in quadrant IV, find
sin(𝛼 + 𝛽).
23. Write cos4 𝜃 − sin4 𝜃 in terms of a single trigonometric function.
24. Use a half-angle identity to evaluate tan 22.5°.
4
25. Find the exact value of tan 2𝜃 given sin 𝜃 = 5 and 𝜃 is in quadrant I.
26. Sketch the graph of 𝑓(𝑥) = csc
2𝑥
.
3
27. Write 2 sin 4𝑥 cos 4𝑥 in terms of a single trigonometric function.
1
28. Find the exact value of sin−1 − 2.
29. Find the approximate radian value for cos −1 (−0.2915).
30. Find the approximate degree value for sin−1 0.6257.
5
31. Evaluate sin (cos−1 13).
38
4
32. Solve for 𝑦: 𝑦 = tan (sin−1 5).
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
Solve the equation 2 tan2 𝜃 + 4 tan 𝜃 − 1 = 0, 0° ≤ 𝜃 < 360°. Round to the nearest tenth.
Solve the equation 5 sin 𝑥 − 3 = 0, 0° ≤ 𝑥 < 360°. Round to the nearest tenth.
Find the measure of angle 𝛼 of a right triangle if 𝑐 = 25cm and 𝑏 = 14cm.
Solve triangle 𝐴𝐵𝐶 if 𝛼 = 66°, 𝛽 = 47°, and 𝑐 = 52in.
Find 𝛽 in triangle 𝐴𝐵𝐶 if 𝑎 = 24m, 𝑏 = 47m, and 𝛼 = 36°.
In triangle 𝐴𝐵𝐶, 𝛾 = 110°, 𝑎 = 10km, and 𝑏 = 20km. Find side 𝑐.
In triangle 𝐴𝐵𝐶, 𝑎 = 21ft, 𝑏 = 19ft, and 𝑐 = 25ft. Find angle 𝛽.
Given angle 𝛾 measures 61°, side 𝑎 measures 10 yards, and side 𝑏 measures 6 yards, find the area o
triangle 𝐴𝐵𝐶. Round to the nearest square yard.
Given 𝑎 = 24m, 𝑏 = 28m, and 𝑐 = 30m, find the area of triangle 𝐴𝐵𝐶. Round to the nearest square
meter.
Find |𝑧| if 𝑧 = 5 − 3𝑖.
Write 𝑧 = −1 − √3𝑖 in polar form.
Write 𝑧 = 6(cos 60° + 𝑖 sin 60°) in standard 𝑎 + 𝑏𝑖 form.
A vector has a magnitude of 12 and a direction of 80°. Write its horizontal and vertical components.
Round to the nearest tenth.
Find the product of 2(cos 55° + 𝑖 sin 55°) and 6(cos 175° + 𝑖 sin 175°).
47. Complete the identity
cos2 𝜃
sin 𝜃
+ sin 𝜃.
48. Find the position vector of a vector with initial point (−2, −4) and terminal point (5, 6).
49. From the top of a cliff 1,300 feet above sea level, the angle of depression to a ship is 15°. What is the
distance from the top of the cliff to the ship? Round to the nearest foot.
50. The measure of the angle of elevation from a position 65 feet from the base to the top of a flagpole is
32°. Find the height of the flagpole to the nearest tenth of a foot.
51. A boat travels at 55 miles per hours for 1 hour at a bearing of 315°. The boat then travels at 50 miles
per hour for 2 hours at a bearing of 225°. At the end of these 3 hours, how far is the boat from the
starting point? Round to the nearest mile.
52. To find the distance across a canyon, a surveying team locates points 𝐴 and 𝐵 on one side of the canyon
and point 𝐶 on the other side of the canyon. The distance between 𝐴 and 𝐵 is found to be 92 yards. The
angle 𝐶𝐴𝐵 is 89°. Find the distance across the canyon. Round to the nearest yard.
53. From a certain port, a ship travels 80 miles east and then turns 90° and travels 65 miles to the south.
Find the bearing and distance of the ship from port. Round to the nearest tenth.
54. A belt traveling at a rate of 25 feet per second drives a pulley at a speed of 800 revolutions per minute.
Find the radius of the pulley to the nearest hundredth of an inch.
55. A car is traveling 55 miles per hour. If the radius of the wheel is 11 inches, find the angular velocity in
revolutions per minute.
56. Solve for 𝑥 over the interval 0 ≤ 𝑥 < 2𝜋: sin 𝑥 = sin 𝑥 cos 𝑥.
57. Solve for 𝑥 over the interval 0 ≤ 𝑥 < 2𝜋: (sec 𝑥 + 2)(tan 𝑥 − 1) = 0.
𝜋
58. Convert (6, 6 ), given in polar coordinates, to rectangular coordinates.
59. Convert (2, −2), given in rectangular coordinates, to polar coordinates.
60. Find the measure of the angle between vectors 𝐯 = 4𝐢 − 3𝐣 and 𝐰 = 2𝐢 + 5𝐣.
39
MATH 1112 Trigonometry
Final Exam Formula Sheet
Fundamental
Identities
sin 𝜃
cos 𝜃
cos 𝜃
cot 𝜃 =
sin 𝜃
csc 𝜃 =
sec 𝜃 =
1
cos 𝜃
sin2 𝜃 + cos2 𝜃 = 1
tan2 𝜃 + 1 = sec 2 𝜃
1 + cot 2 𝜃 = csc 2 𝜃
𝜃
1 − cos 𝜃
sin ( ) = ±√
2
2
𝜃
1 + cos 𝜃
cos ( ) = ±√
2
2
𝜃
1 − cos 𝜃
tan ( ) =
2
sin 𝜃
sin(2𝜃) = 2 sin 𝜃 cos 𝜃
cos(2𝜃) = cos2 𝜃 − sin2 𝜃
cos(2𝜃) = 2 cos 2 𝜃 − 1
cos(2𝜃) = 1 − 2 sin2 𝜃
Half–Angle
Formulas
Double–Angle
Formulas
1
sin 𝜃
1
cot 𝜃 =
tan 𝜃
tan 𝜃 =
Sum and
Difference
Formulas
Sum to Product
Formulas
Product to Sum
Formulas
Area of a Triangle
1
sin 𝛼 sin 𝛽 = [cos(𝛼 − 𝛽) − cos(𝛼 + 𝛽)]
2
1
cos 𝛼 cos 𝛽 = [cos(𝛼 − 𝛽) + cos(𝛼 + 𝛽)]
2
1
sin 𝛼 cos 𝛽 = [sin(𝛼 + 𝛽) + sin(𝛼 − 𝛽)]
2
𝐴 = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐), where
1
𝑠 = (𝑎 + 𝑏 + 𝑐)
2
sin 𝛼 sin 𝛽 sin 𝛾
=
=
𝑎
𝑏
𝑐
1
𝐴 = 𝑎𝑏 sin 𝛾
2
Law of Cosines
Complex Numbers
𝑧1 = 𝑟1 (cos 𝜃1 + 𝑖 sin 𝜃1 )
𝑧2 = 𝑟2 (cos 𝜃2 + 𝑖 sin 𝜃2 )
2 tan 𝜃
1 − tan2 𝜃
tan 𝛼 + tan 𝛽
sin(𝛼 + 𝛽) = sin 𝛼 cos 𝛽 + cos 𝛼 sin 𝛽
tan(𝛼 + 𝛽) =
sin(𝛼 − 𝛽) = sin 𝛼 cos 𝛽 − cos 𝛼 sin 𝛽
1 − tan 𝛼 tan 𝛽
tan 𝛼 − tan 𝛽
cos(𝛼 + 𝛽) = cos 𝛼 cos 𝛽 − sin 𝛼 sin 𝛽
tan(𝛼 − 𝛽) =
cos(𝛼 − 𝛽) = cos 𝛼 cos 𝛽 + sin 𝛼 sin 𝛽
1 + tan 𝛼 tan 𝛽
𝛼+𝛽
𝛼−𝛽
sin 𝛼 + sin 𝛽 = 2 sin (
) cos (
)
2
2
𝛼−𝛽
𝛼+𝛽
sin 𝛼 − sin 𝛽 = 2 sin (
) cos (
)
2
2
𝛼+𝛽
𝛼−𝛽
cos 𝛼 + cos 𝛽 = 2 cos (
) cos (
)
2
2
𝛼+𝛽
𝛼−𝛽
cos 𝛼 − cos 𝛽 = −2 sin (
) sin (
)
2
2
Law of Sines
Vectors v and w
𝐯 = 𝑎1 𝐢 + 𝑏1 𝐣 and
𝐰 = 𝑎2 𝐢 + 𝑏2 𝐣
tan(2𝜃) =
𝑐 2 = 𝑎2 + 𝑏 2 − 2𝑎𝑏 cos 𝛾
𝐯
Unit vector in the same direction as 𝐯 is 𝐮 =
.
‖𝐯‖
𝐯∙𝐰
If θ is between 𝐯 and 𝐰, cos 𝜃 =
.
‖𝐯‖ = √𝑎12 + 𝑏12
‖𝐯‖‖𝐰‖
𝑧1 𝑧2 = 𝑟1 𝑟2 [cos(𝜃1 + 𝜃2 ) + 𝑖 sin(𝜃1 + 𝜃2 )]
𝑧1 𝑟1
Complex number 𝑧 = 𝑎 + 𝑏𝑖
= [cos(𝜃1 − 𝜃2 ) + 𝑖 sin(𝜃1 − 𝜃2 )]
Conjugate of 𝑧 is 𝑧 = 𝑎 − 𝑏𝑖.
𝑧2 𝑟2
|𝑧| = √𝑎2 + 𝑏 2 = √𝑧 ∙ 𝑧
𝛼𝐯 = 𝛼𝑎1 𝐢 + 𝛼𝑏1 𝐣
𝐯 ∙ 𝐰 = 𝑎1 𝑎2 + 𝑏1 𝑏2
40
Appendix
Sample Assessment Report
ABAC School of Science and Mathematics
Department of Mathematics
Course Assessment Report : MATH 0097 Beginning Algebra
Semester Code:
Instructor:
CRN(s):
123456
J. Doe
78910
Submit this form and Item Analysis (green sheet) to Nancy by the deadline for grade submission. Change only
cells highlighted in gray. Excel will calculate all other values.
Number of Students taking Final Exam:
# Incorrect
25
Total
Correct
% Correct
Outcome %
Outcome 1
Students shall demonstrate proficiency with operations on signed numbers and correctly evaluate algebraic
expressions.
O1A (1)
1
24
96
92
O1B (3)
2
23
92
O1C (20)
3
22
88
Outcome 2
Students shall demonstrate the ability to solve linear equations, literal equations, absolute value equations, and linear
inequalities in one variable.
O2A (2)
4
21
84
80
O2B (5)
5
20
80
O2C (11)
6
19
76
Outcome 3
Students shall demonstrate the ability to graph solutions to linear equations in two variables and write equations of
lines.
O3A (7)
7
18
72
68
O3B (16)
8
17
68
O3C (21)
9
16
64
Outcome 4
Students shall demonstrate the ability to operate on polynomials.
O4A (6)
10
15
O4B (12)
11
14
O4C (19)
12
13
60
56
52
Outcome 5
Students shall demonstrate the ability to factor polynomials and solve equations by factoring.
O5A (14)
13
12
48
O5B (23)
14
11
44
O5C (25)
15
10
40
Outcome 6
Students shall demonstrate the ability to formulate equations and solve application problems.
O6A (9)
16
9
36
O6B (18)
17
8
32
41
56
44
34
Sample Syllabus
MATH [####] [Course Name]
CRN [#####]
Instructor: [Name]
[Phone #]
School Office: Nancy Brannen
(229) 391 – 5100
Syllabus
[Office Location]
[email address]
[Spring/Summer/Fall] [Year]
[Website, if any]
Britt Hall 225
[email protected]
Office Hours: [Office Hours]
Class Hours: [Class days, time, and location]
Text: [Text title and author]
Course Requirements: [All course requirements, i.e. textbook, MyMathLab access code,
calculator, etc.]
Homework: [Include a brief description of the course homework. Will you collect written
homework? Describe the online homework and the policies pertaining to it (MML). Are
due dates already set or will they be announced? Is late submission allowed?]
Learning Support University System of Georgia Policy: In every term of attendance,
students must first register for all required Learning Support courses before being allowed
to register for other courses. Students may not withdraw from Learning Support courses
without also withdrawing from their credit classes. All students who complete
Withdrawal papers for a Learning Support class must have their forms signed by Charla
Sutton Terrell in the Academic Support Center. [Needed in syllabi for Learning Support
courses only.]
Learning Support Math: Students are allowed two attempts for MATH 0989, MATH
0987. If a student does not pass Math 0987/0989 at the end of the second attempt, the
student will be suspended for one year.
To successfully exit learning support, students enrolled in a co-requisite course (MATH
0997/0999 and MATH 1001/1111) must pass the collegiate course (MATH 1001/1111). If a
student fails the collegiate course, they must retake both the co-requisite and collegiate
course. [Needed in syllabi for Learning Support courses only.]
Learning Disabilities: Students with documented learning disabilities should bring this to
the teacher’s attention as soon as possible so the proper arrangements can be made.
42
Withdrawal & Drop/Add Deadlines: The deadline for Drop/Add is [date] at 430pm. The
instructor’s signature is required for Drop/Add after this time. Students may withdraw by
430pm on [date] and receive a W in the class. Students withdrawing after 430pm on [date]
will be assigned a grade of WF. Students wishing to withdraw from a Learning Support
course should discuss this option with his or her advisor and/or Mrs. Charla Sutton
Terrell.
Grades and Student Evaluation: Students will interpret scientific principles, theories, and
laws at they apply to the dynamic nature of scientific disciplines. Students enrolled in
classes in the School of Science and Mathematics will be expected to demonstrate an
understanding of subject matter requiring higher order processing skills. Examination
questions may include essay, synthesis, analysis, and application; as well as completion,
multiple-choice, true/false, and matching. Computational skills and drawing or
diagramming may also be required. Learning disabilities should be brought to the
instructor’s attention and arrangements made for special needs the first week of classes.
Homework [may be/is] assigned and collected for a grade and should be used as review for
each test. These may come in the form of a quiz. Chapter reviews or review sheets may
be given from time to time as homework or extra credit at the instructor’s discretion. Cell
phones, pagers, and all other electronic communication devices must be turned off during
class each day. No hats or other head gear is allowed on exam day.
Math 997/999 Grading Rubric:
Final
Midterm
MML/Workbook/Homework
Quizzes
– 20%
– 15%
– 30%
– 35%
Other Courses Rubric
Final
Tests
MML/Homework
Quizzes
– 20%
– 50%
– 30%
– 20%
Absences: Students are expected to attend class each session. A record of your attendance
will be kept and sent to the Registrar with your final grade. If a student arrives after the
attendance has been taken or leaves before class has ended, he or she will be marked
tardy for the class period. Note that two tardies count as one absence. An excused
absence will be required for all make-up quizzes or exams. In order of an absence to be
excused, appropriate documentation (doctor’s notice, authorization from the Vice
President, etc.) must be submitted to the instructor. [Add any particular attendance
policies for the course, i.e. the department attendance policy for Learning Support
courses.]
Exam Days: All book bags, books, phones, etc. shall be placed in the front of the
classroom. Nothing except pen/pencil and calculator is allowed at a student’s desk before
the exam begins. If a phone is found on the desk or in view during a test, the student will
be considered cheating and will receive a zero on the exam. [Include any other policies
specific to exam days.]
43
Expectations:
Students are expected to:
– arrive for class with proper tools (notebook, pencil, calculator)
– keep personal phone out of sight and on silent during class time (speak to your
instructor before class should you experience an emergency)
– refrain from cursing during class
– be in class on time (two tardies count as one absence)
– treat faculty in a kind and courteous manner
– present assignments on the assigned date
– be attentive and actively participate in class
– wear no hats or other head gear on exam day
Faculty are expected to:
– begin class on time
– be prepared for class (textbook, markers, calculator, handouts)
– treat students in a kind and courteous manner
– provide students with a schedule of events
Repercussions: Students will be asked to leave class and will be marked absent for the
day if:
– they arrive in class without the proper tools
– they are found sleeping, cursing, or engaging in disruptive behavior
– they are texting or receiving phone calls during class (except for emergencies)
– they leave the room to answer a phone call (except for emergencies).
Tobacco and Smoke-Free Campus Policy

In accordance with the Georgia Smoke Free Air Act of 2005, Title 31 Chapter 12A, this policy
reinforces the USG commitment to provide a safe and amicable workplace for all employees. The goal
of the policy is to preserve and improve the health, comfort and environment of students, employees
and any persons occupying our campuses.

The use of all forms of tobacco products on property owned, leased, rented, in the possession of, or in
any way used by the USG or its affiliates is expressly prohibited. “Tobacco Products” is defined as
cigarettes, cigars, pipes, all forms of smokeless tobacco, clove cigarettes and any other smoking
devices that use tobacco such as hookahs or simulate the use of tobacco such as electronic cigarettes.
Final Exam:
The final will be [DAY] at [TIME].
Students are required to provide their own scantron, pencil, and calculator for the final
exam.
All members of the ABAC community have an obligation to promote an atmosphere in
which teaching and learning can take place in an orderly and efficient manner. To
maintain this learning environment, individuals must refrain from behavior that disrupts
the teaching process. In order to assure the rights of all students to benefit from time
spent in class, faculty members have the right and responsibility to excuse from a class
session any individual whose behavior disrupts the teaching and learning process. Serious
or continued infractions may result in referral of the student for disciplinary action by the
student judiciary or appropriate administrative officer.
44
MyMathLab How-To Guide
A. Logging In
1. Go to www.abac.mylabsplus.com. Bookmark this page as this is where you and your
students will go to log in.
2. You and your students’ usernames will be the first part of your ABAC email.
Examples: [email protected] will have the username “janedoe3”.
[email protected] will have the username “teacherbob”.
3. If a password has never been reset, the password will be “password”. If you or your
students can’t figure out your password, click ‘Forgot your password?’ This will send a
reset link to your ABAC email account.
4. Once you are able to log in, you will see a list of your courses where you click the one
you wish to view.
B. Changing Due Dates
1. Log in to your Pearson homepage and select your course.
2. To the left side, there will be a list of options. Click Course Tools, then
Assignment Manager.
3. Click Change Dates & Assign Status. All the assignments should be assigned.
To change your due dates, simply check the box to the right of each assignment
you wish to change the due date of, edit the due date at the top, and click Apply
to Selected. When you’ve finished changing dates, click Update Changes Only.
Remember, due dates should be set no later than the beginning of class on the
day of the unit exam.
C. Changing Weights
1. Log in to your Pearson homepage and select your course.
2. To the left side, there will be a list of options. Click Course Tools, then
Gradebook.
3. Click Change Weights at the top center of the page.
4. Above the listing of assignments, you should see a section titled Category
Weighting. Set Homework to 100 points.
5. There is a column of boxes at the far right. Make sure that all boxes are checked
except those of the current section and any sections preceding it.
6. Click Update at the bottom of the screen.
1. After all the prerequisites have been set, click UPDATE at the bottom of the table.
D. Editing Your Roster
1. Log in to your Pearson homepage.
2. Under your course name, you should see Students Enrolled: ##. Click on the
underlined number given.
3. If a student has dropped your course, find his or her name on the list and click
ACTIVE in the rightmost column.
45
4. Click the radio button by Inactive then the X to close the pop-up window.
5. You can also access your course roster under the Course Tools menu inside your
course.
E. Managing Incompletes
While an assignment is available for a student to complete, any sections not
attempted are not counted in the student’s average. Should a student not attempt
an assignment, he or she should receive a 0 for the assignment. To ensure that the
0 is counted in a student’s average, you must Manage Incompletes before using the
average in grade calculation.
1. Log in to your Pearson homepage and select your course.
2. To the left side, there will be a list of options. Click Course Tools, then
Gradebook.
3. At the top, click MANAGE INCOMPLETES.
4. Click the box to the left of each section for which the due date has passed.
5. Click the button which submits current grade.
6. Click SUBMIT at the bottom of the page.
F. Exporting Data
After each exam, you should Manage Incompletes so your coordinator can export it.
Final Statements
This document was created during the Spring 2013 semester. Since the Mathematics
Department meets periodically throughout the semester, some of the policies and
procedures contained in this handbook may be subject to change mid-semester. Should
such changes be made, the information will be circulated via email.
Questions, comments, and suggestions regarding this handbook are welcome. Please feel
free to contact any member of the department at any time. We are all here to do the very
best we can to teach our ABAC students.97
46