Why Calculus Is Important

Two major characters in The Awakening and Death of a Salesman are Robert Lebrun and Biff Loman. We see each character go through conflict both internal and external, and I believe that both characters handled their conflict similarly. These characters set up major parts of the books and cause many events. I see Robert as a dynamic character and Biff as a static character. Each of these characters have flaws, but they do not affect their downfall instead another character’s downfall. These characters each have a foil. I believe both of these characters can be related in their impact on other characters in the books. Robert Lebrun and Biff Loman have a numerous amount of characterizations to them, and can be related to one another.

This school year, I wanted an academic challenge, so I signed up for AP Physics 1, a class notorious for the number of students failing. I soon learned why: every day provided new and foreign concepts taught at rapid speed, and no matter how hard I tried to understand the curriculum, I couldn’t. When we had to take mock AP exams, I scored a three out of five every single time. While that technically was passing, I left the semester with my very first B. It was a heartbreaking situation - I had never received anything less than an A my entire life and took pride in my perfect grades. This time, it seemed that there was nothing I could do to salvage them. However, I trekked past the initial disappointment and promised myself to do better the

I wanted to achieve this 3. I kept asking my teacher if it was possible. He said it was and that maybe I could even get a 5. I used this as more motivation. I worked even harder as the test date grew closer and closer. The day before the test, I reviewed everything I could. I walked into the test with some confidence because my teacher and my friends believed in me. However, after the test, I didn’t feel like I achieved the score I wanted to. I felt like I had let everyone down. That feeling lasted until I checked my scores in July. I woke up early to check my scores when I saw one of the biggest surprises of my life. I had not only achieved, but I exceeded my goal- I ended up getting a 5. All of the struggles and failure I went through led me to this moment. Everything was now worth it. This failure I experienced allowed me to accomplish something I never thought was possible. The struggle and failures I endured throughout AP World History were all worth it in the end. This situation made me realize that failure isn’t a bad thing. Failure doesn’t define me, but it does provide motivation for me to work harder and do my best to not put myself in that situation

When I sat down, removed my calculator, three number two pencils, and my admission ticket, I started to relax more and more. As the supervisor of the classroom handed out the book of questions along with the answer sheet, I thought to myself, “what if I get a bad score like before?” I knew I wasn’t the best test taker, but I just had to keep telling myself to try my hardest and just see how it goes. As the supervisor said “you have 45 minutes to complete this section of the test, you may start,” I gripped the pencil with my hand, and began to read the question and fill in the best answer of four options.

Last year, I also challenged myself to improve my Calculus grade. Through a distance learning program at UCLA, I took a Business Calculus course, in which I scored an ‘A’.

The second semester of this course made me question my passion for math. I understood concepts and the curriculum but I would never do well in the practice AP Tests my teacher gave us weekly. The tests would be curved tremendously and the grades I received were a lie. 9/45 does not equal a 70%. I felt true resentment.

I have always been capable of grasping new ideas quickly, and so my academic career has been relatively smooth sailing for me. At least, until Calculus BC. This class is unlike any other I have taken; the level of difficulty I have found myself presented with is so unbelievably overwhelming for a person who has not felt truly challenged in years. For me to go from the comfort of the soft stars to the harsh reality of failing an exam was inconceivable. I have never felt more out of my comfort zone, and yet, at the same time, I have never felt more compelled to succeed.

It was not because I did not try, it was because the teacher did not take the time to help me nor the other students of a certain race. The first day taking AP Calculus AB, the teacher Mrs. Knighton, gave each of us a practice test to see if we were prepared mathematically to proceed throughout the class. Well, majority of us were not. Now, in this class there were only 3 Caucasian students and 9 African-American students including myself, with a Caucasian teacher.

In preparation for my next AP calculus test, I began to study every day in hopes of raising my grade. I consistently did my homework and reviewed my notes after school. When test day arrived, I felt more prepared than ever. As I went through the test, I felt familiar with the concepts and confidently went about the problems. A few days passed and my teacher handed back the tests. I slowly turned the paper around and peered at the top; the number 84 peeked out at me. A huge weight lifted from me and a wave of relief came down across.

Major depression covers a few different sub-types of disorders. This article presents basic information regarding a particular form of major depression known as seasonal affective disorder (SAD). This type of depression coincides with the changing of seasons, or more specifically, the diminished availability of sunlight during some seasons. Since lack of sunlight exposure seems to play an important part in the manifestation of SAD, it was necessary to explore the importance of sunlight in regards to the disorder. After researching the role of sunlight in individuals with SAD, the next step was to find out how the disorder could be managed. All of this information was

After all, math was one of my best subjects. I had never really had an experience where I just couldn't understand the concept of a math problem, of how it was solved and why. Our teachers has warned us back in elementary school, that one day we would hit an invisible wall and not ease through classes. That one day we would struggle with understanding a problem, a concept or even a subject. I had never believed them, thinking this would never happen to me, that I could somehow avoid this wall of confusion and just walk right through. But there I was, utterly confused and frustrated at a simple problem that everyone else could solve. Why was I not seeing it? Why couldn't I understand the solution? I asked myself. For the first time in my life I really struggled to get an A in a class. I had my sister tutor me almost every day, preparing for a quiz and then the next, and the next. I came in to my teacher for lunch and he helped me step by step. I studied for tests, and worked hard. And my work payed off. I got a high A in the course, and a lot of experience from it. It taught me how to work hard for something, to earn a good grade when you deserve it, and it gave me the skills I needed to get As in the high school classes I am taking this

Most students in my algebra II class, in high school, disliked math substantially. Math was only required to be taken for two years and if you were going to attend college, Algebra II was a requirement. When their two years were up, I could say that about half the students did not continue math. Many students in my Pre-Cal class always had a thing about asking the teacher when they were ever going to solve a problem like that in the “real world”. I noticed that the ones who had lower standards for example, they were set on going to the junior college or going straight to working, did not continue math after two years in high school. The students who were set on going to a four year university continued on with math. The students with lower standards did not care to go above and beyond. This had me thinking. If some students felt that math was useless in the “real world”, why are we required to take it? In my opinion I feel that students should be required to take a math class as a GE requirement, but it should be math that is applied to the “real world”. Those who need math in their career can continue their math studies even further.

The history of calculus falls into several distinct time periods, most notably the ancient, medieval, and modern periods. The ancient period introduced some of the ideas of integral calculus, but does not seem to have developed these ideas in a rigorous or systematic way. Calculating volumes and areas, the basic function of integral calculus, can be traced back to the Egyptian Moscow papyrus (c. 1800 BC), in which an Egyptian successfully calculated the volume of a pyramidal frustum.[1][2] From the school of Greek mathematics, Eudoxus (c. 408−355 BC) used the method of exhaustion, which prefigures the concept of the limit, to calculate areas and volumes while Archimedes (c. 287−212 BC) developed this idea

There are actually two situations on how calculus is used in daily life. One of them is in term of one is in term of concept, while the other one is in term of practicality. Concepts used of calculus usually used in daily life of humans but rather they did not aware about it. Practicality is when the calculus is used to solve a problem in human life but mainly not about every humans’ life. Concepts used of calculus. Happen without one notice that they are actually applied it when they do some works. One example in term of concepts is the application of limit. Limit is needed when finding the closest value when the value of derivative of x is set to stay within the boundaries when the value is approaching the value that have been set.[2] Simpler sentence that define limit is that limit help us to find a finite value in a seemingly infinite journey of precision.[2] For example, you are driving a car in a nice weather as you approaching a stop sign.[2] Slowly, you begin pressing the brake and the acceleration of the car decreasing by time as you notice that the speedometer going down and the car is slowing as well.[2] As closer to the stop sign, definitely you will try to adjust so your speed is falling to make sure that you will stop at the right spot.[2] You will slowing down to a point that it is very difficult to see if your speed is still slowing down.[2] Theoretically, you would keep approaching the stop forever meaning that infinitely if there are no other external

Americans need to stand up and take action. We should keep the death penalty in all our states. The death penalty has been used for centuries and made people scared of committing terrible crimes because it wasn’t just used every now and then it was used often, but now it isn’t used often enough so less people are scared of committing a crime. Although the death penalty doesn’t make people scared to commit a crime now-a-days and doesn’t prevent a crime from happening the first time it will prevent the criminal from committing the crime again, so America should continue to enforce the death penalty and more often.