Have you always been fighting to understand mathematics or have you never got the necessary routine to carry out basic mathematical manipulations? This is your opportunity to change that. BasalMat is a free study activity you should consider, if you are determined to improve your basic mathematical skills that are required by the mathematical courses on your first year of study.
Maybe you are in doubt whether the activity is aimed at you. To find out, you can take this test, which you should be able to complete without the use of any aids and only with a few or no mistakes. The answers can be found here. If you had more than a couple of mistakes, or used more than two hours to complete the test, and are you determined to work with your basic mathematical skills, then you should consider following the BasalMat free study activity. If you need another test, you can find one here. It is a bit more difficult and without answers.
BasalMat is planed so that students with both A and B level from high school can attend. The activity consists of 7 lectures of which 5 are common for the two levels and 2 are split into an A and a B level. In Aalborg, BasalMat is in Danish while it is in English in both Esbjerg and Copenhagen. A part of the material used in Aalborg is also in English.
This course is to be passed by active participation. Active participation means that you max may be absent from one of the seven lectures. If you are absent from the final (seventh) lecture you have to submit a written assignment for approval by the lecturer.
Lecture | Topic | Content | Objective |
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1 | Calculations with numbers | Introduction to numbersets - specially the rational and irrational numbers. Orders of operation, exponents, radicals and fractions. |
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2 | Reduction | The students mus learn to reduce expressions with one or more unknown. Also recuctions that include taking the square of a binomial or factorization is included. |
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3 | Solving equations | Solving linear and quadratic equations. |
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4 | Functions | Functions and inverse functions |
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5A | Differential- og integral calculus | Rules for differentiation og integration |
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5B | Differential calculus | Rules for finding derivatives |
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6A | Differential equations | Solution of linear differential equations |
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6B | Integral calculus | Rules for integration |
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7 | Problem solving | Problem solving |
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Press "Lecture 1" to see the materials for lecture 1, and similar for the other lectures.
Topic |
Khan Academy |
Khan Academy exercises |
Webmatematik (Danish) |
Defining derivatives |
slope-of-a-line-secant-to-a-curve calculus-derivatives-1-new-hd-version derivative-intuition-module |
derivative_intuition | differenskvotient-og-differentialkvotient |
Derivatives |
power-rule derivative-properties-and-polynomial-derivatives derivatives-of-sin-x-cos-x-tan-x-e-x-and-ln-x |
power_rule special_derivatives |
afledede-funktioner regneregler-for-differentialkvotienter |
Area calculations | area-between-a-curve-and-an-axis |
bestemt-integral-og-areal areal-mellem-to-funktioner |
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Optimization |
minimizing-sum-of-squares minimizing-the-cost-of-a-storage-container |
optimization | optimering |
Topic |
Khan Academy |
Khan Academy exercises |
Webmatematik (Danish) |
Introduction to differential equations |
differential-equation-introduction finding-particular-linear-solution-to-differential-equation |
hvad-er-differentialligninger gore-prove |
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Separable differential equations |
separable-differential-equations-introduction particular-solution-to-differential-equation-example |
losninger-til-differentialligninger eksponentiel-vakst inhomogene-lineare-forsteordens-differentialligninger separation-af-variable |
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Modeling | newtons-law-of-cooling |
Topic |
Khan Academy |
Khan Academy exercises |
Webmatematik (Danish) |
Rules of integration and indefinite integrals |
antiderivatives-and-indefinite-integrals indefinite-integrals-of-x-raised-to-a-power antiderivative-of-hairier-expression basic-trig-and-exponential-antiderivatives |
antiderivatives indefinite-integrals |
stamfunktion ubestemt-integral integrerede-funktioner regneregler-for-integraler |
Definite integrals and area determination |
area-under-rate-net-change simple-riemann-approximation-using-rectangles riemann-sums-and-integrals connecting-the-first-and-second-fundamental-theorems-of-calculus definite-integrals-and-negative-area integrating-function-sums |
area-under-a-rate-function-equals-net-change area-between-a-curve-and-an-axis evaluating-definite-integrals properties-of-integrals |
bestemt-integral-og-areal areal-mellem-to-funktioner |
Press "Lecture 1" to see the exercises for lecture 1, and similar for the other lectures.
Exercise 5. Get together with another student that has finished the above exercises. Make $2 \times 5$ exercises of the same type as above and solve the exercises made by the other student. You have to be able to solve your own exercises, so you can give a hint to the other student if he/she cannot solve your exercises.
Exercise 5. Get together with another student that has finished the above exercises. Make $2 \times 5$ exercises of the same type as above and solve the exercises made by the other student. You have to be able to solve your own exercises, so you can give a hint to the other student if he/she cannot solve your exercises.
Exercise 7. Get together with another student that has finished the above exercises. Make $2 \times 5$ exercises of the same type as above and solve the exercises made by the other student. You have to be able to solve your own exercises, so you can give a hint to the other student if he/she cannot solve your exercises.
Exercise 6. Get together with another student that has finished the above exercises. Make $2 \times 5$ exercises of the same type as above and solve the exercises made by the other student. You have to be able to solve your own exercises, so you can give a hint to the other student if he/she cannot solve your exercises.
Exercise 6. Get together with another student that has finished the above exercises. Make $2 \times 5$ exercises of the same type as above and solve the exercises made by the other student. You have to be able to solve your own exercises, so you can give a hint to the other student if he/she cannot solve your exercises.
Exercise 4. A $300$ m long fence must enclose a rectangular area. Determine the lenght of the sides in the rectangle, so that the area is as large as possible.
Exercise 5. A $300$ m long fence must enclose a rectangular area. One side is along a river, so the fence is only needed on three sides. Determine the lenght of the sides in the rectangle, so that the area is as large as possible.
Exercise 6.An open box must have a quadratic bottom and a volume of $5000 cm^3$. Determine the side length of the bottom of the box and the height, so that the surface area is as small as possible.
Exercise 7.A rectangle is inscribed into a halfcircle with radius 12 m. Determine the length and width of the rectangle, so its area is as large as possible.
Exercise 8. Get together with another student that has finished the above exercises. Make $2 \times 5$ exercises of the same type as above and solve the exercises made by the other student. You have to be able to solve your own exercises, so you can give a hint to the other student if he/she cannot solve your exercises.
Exercise 5. Find the constants $a$ and $b$ so the function $f(x)=ax+b$ is a solution for the differential equation $y'-y=2x-3$.
Exercise 6. Get together with another student that has finished the above exercises. Make $2 \times 5$ exercises of the same type as above and solve the exercises made by the other student. You have to be able to solve your own exercises, so you can give a hint to the other student if he/she cannot solve your exercises.
Exercise 6: Calculate the area bounded by the graph of the function $f(x)=9-x^2$ and the first coordinate axis.
Exercise 7: Calculate the area bounded by the graphs of the functions $$f(x)=\frac{1}{4}x^2 - 2\quad \mbox{ and } \quad g(x)=x+1.$$
Exercise 8: Get together with another student that has finished the above exercises. Make $2 \times 5$ exercises of the same type as above and solve the exercises made by the other student. You have to be able to solve your own exercises, so you can give a hint to the other student if he/she cannot solve your exercises.