Math & Nature References ◦ Bishop, K.L., Wainwright, P.C., and Holzman, R. (2008). Anterior to posterior wave of buccal expansion in suction feeding fish is critical for optimizing fluid flow velocity profile. Journal of the Royal Society, Interface. 5:1309-1316. ◦ Ferry-Graham, L.A., Wainwright, P.C., and Bellwood, D.R. (2001). Prey capture in long-jawed butterflyfishes (Chaetodontidae): the functional basis of novel feeding habits. Journal of Experimental Marine Biology and Ecology. 256:167-184. ◦ Galileo Galilei, The Assayer, as translated by Stillman Drake (1957), Discoveries and Opinions of Galileo pp. 237 - 238. New York: Doubleday & Company. ◦ Gibb, A.C. and Ferry-Graham, L.A. (2005). Cranial movements during suction feeding in teleost fishes: Are they modified to enhance suction production? Zoology. 108(2): 141-153. ◦ Grubich, J.R. (2001). Prey Capture in Actinopterygian Fishes: A Review of Suction Feeding Motor Patterns with New Evidence from an Elopomorph Fish, Megalops atlanticus. Integrative and Comparative Biology. 41(6): 1258-1265. ◦ Holzman, R., Day, S.W., and Wainwright, P.C. (2007). Timing is everything: coordination of strike kinematics affects the force exerted by suction feeding fish on attached prey. Journal of Experimental Biology. 210: 3328-3336. ◦ Holzman, R., Day, S.W., Mehta, R.S., and Wainwright, P.C. (2008). Jaw protrusion enhances forces exerted on prey by suction feeding fishes. Journal of the Royal Society, Interface. 5(29): 1445-1457.

Math & Nature References ◦ Liem, K., Bemis, W., Walker, W.F., and Grande, L. (2001). Functional Anatomy of the Vertebrates: An Evolutionary Perspective. New York. Cengage Learning. ◦ Merrill, M.D. (2002). First principles of instruction. Educational Technology Research and Development. 50 (3): 43 – 59. ◦ Motta, P.J., Hueter, R.E., Tricas, T.C., Summers, A.P., Huber, D.R., Lowry, D., Mara, K.R., Matott, M.P., Whitenack, L.B., and Wintzer, A.P. (2008). Functional morphology of the feeding apparatus, feeding constraints, and suction performance in the nurse shark Ginglymostoma cirratum. Journal of Morphology. 269(9): 1041-1055. ◦ Motta, P.J., Maslanka, M., Hueter, R.E., Davis, R.L., de la Parra, R., Mulvany, S.L., Habegger, M.L., Strother, J.A., Mara, K.R., Gardiner, J.M., Tyminski, J.P., and Zeigler, L.D. (2010). Feeding anatomy, filter-feeding rate, and diet of whale sharks Rhincodon typus during surface ram filter feeding off the Yucatan Peninsula, Mexico. Zoology. 113: 199-212. ◦ Sanford, C.P.J. and Wainwright, P.C. (2002). Use of sonomicrometry demonstrates the link between prey capture kinematics and suction pressure in largemouth bass. Journal of Experimental Biology. 205: 3445-3457. ◦ Svanback, R., Wainwright, P.C., and Ferry-Graham, L.A. (2002). Linking cranial kinematics, buccal pressure, and suction feeding performance in largemouth bass. Physiological and Biochemical Zoology. 75(6): 532-543.

Levels of the Neck • Level I - This includes the submental and submandibular lymph nodes. – • Level II - This includes lymph nodes of the upper jugular group and is divided into sublevels IIA and IIB. – • This level is bounded by the inferior border of the cricoid (superiorly), the clavicle / sternal notch (inferiorly), the posterior border of the sternohyoid (anteriorly) and the posterior border of the SCM (posteriorly). Level V - This includes posterior compartment lymph nodes. – • This level is bounded by the inferior border of the hyoid (superiorly) and the inferior border of the cricoid (inferiorly), the posterior border of the sternohyoid (anteriorly) and the posterior border of the SCM (posteriorly). Level IV - This includes lymph nodes of the lower jugular group. – • Level II is bounded by the inferior border of the hyoid (inferiorly), the base of skull (superiorly), the stylohyoid muscle (anteriorly) and the posterior border of the SCM (posteriorly). Sublevel IIA nodes lie anterior to the SAN. Sublevel IIB nodes lie posterior to the SAN. Level III - This includes lymph nodes of the middle jugular group. – • The submental triangle (sublevel IA) is bounded by the anterior belly of the digastric muscles (laterally) and the hyoid (inferiorly). The submandibular triangle (sublevel IB) is bounded by the body of the mandible (superiorly), the stylohyoid (posteriorly), and the anterior belly of the digastric (anteriorly). This compartment is bounded by the clavicle (inferiorly), the anterior border of the trapezius (posteriorly), the posterior border of the SCM (anteriorly). It is divided into sublevels VA (lying above a transverse plane marking the inferior border of the anterior cricoid arch) and VB (below the aforementioned plane). Level VI - This includes the anterior compartment lymph nodes. – This compartment is bounded by the common carotid arteries (laterally), the hyoid (superiorly), the suprasternal notch (inferiorly).

PLACEMENT HOW? Placement Placement Test Test Transfer Transfer Credits Credits SAT SAT or or ACT ACT Scores Scores High High School School AP AP Scores Scores (Mathematics) (Mathematics) WHAT TO DO? Take Take placement placement test test on on any any campus campus at at Testing Testing Center. Center. Accuplacer Accuplacer MATH MATH can can be be taken taken twice. twice. Students Students who who wish wish higher higher placement placement must must then then “appeal”. “appeal”. Appeal Appeal is is request to take a pencil-and-paper type test on material from the course they request to take a pencil-and-paper type test on material from the course they placed placed into. into. Bring Bring transcript transcript showing showing general general education education math math credits credits from from another another college college or or university university to to CCBC CCBC for for evaluation. evaluation. If If completed completed in in Maryland, Maryland, the the highest highest level level developmental math course, Intermediate Algebra can be used for placement. developmental math course, Intermediate Algebra can be used for placement. Placement Placement by by SAT SAT MATH MATH score score of of 500 500 or or higher higher (or (or by by ACT ACT MATH MATH score score 21 21 or or higher) places the student into an entry-level general education math course higher) places the student into an entry-level general education math course (MATH (MATH 111, 111, 125, 125, 131/2/3, 131/2/3, 135, 135, 163). 163). For For higher higher placement, placement, the the student student must must take take Accuplacer MATH. MATH. Accuplacer Students Students with with documentation documentation of of AP AP math math scores scores of of 3, 3, 4, 4, or or 5 5 from from high high school school can can be awarded college credit and placement according to this chart. be awarded college credit and placement according to this chart.

Core Math MATH 95 MATH 96 MATH 126 MATH 176 MATH 96 MATH 126 MATH 176 MATH 126E MATH 176 Recommendation: If you start in Math 95 or Math 96 take summer classes to stay on track! MATH 126 MATH 176 MATH 181 or Math 182 will meet the College of Business math requirement. MATH 176 Pg. 12 of your Advising Manual

Math & Nature Fish feeding mechanisms ◦ Suction feeding Goliath grouper Epinephelus itajara Questions What fluid velocity can the goliath grouper generate during suction feeding? How does suction feeding by the goliath grouper compare to other fish?

Example: If Robinson Crusoe fishes by hand, he can catch 20 fish each week. If he takes a week off to make a net, he can then catch 25 fish a week with the net until it wears out in 10 weeks. In order to avoid starving during the week that he is weaving the net, he can borrow 10 fish from Friday, on the condition that he pays back the 10 fish plus an extra 5 fish. The cost of the net is the 20 fish that he gave up by not fishing for a week plus the 5 extra fish paid to Friday, or 25 fish. The gross marginal productivity of the net (the total addition to productivity that it contributes) is (5 fish per week)•(10 weeks) = 50 fish. The net marginal productivity of the net (the total addition to productivity that it contributes, less its cost) is (50 fish) – (25 fish) = 25 fish.

Topological Sort A topological sort of an acyclic directed graph orders the vertices so that if there is a path from vertex u to vertex v, then vertex v appears after vertex u MATH 120 One topological sort in the ordering. of the course prerequisite graph at left: MATH 150 MATH 224 ECE 282 CS 111 CS 150 ECE 381 CS 111, MATH MATH 152 120, CS 140, MATH 423 MATH 125, CS ECE 482 MATH 250 150, MATH 224, CS 234 CS 240 STAT 380 CS 234, CS 240, ECE 483 MATH 321 ECE 282, CS 312, CS 312 CS 321 CS 325, MATH CS 325 150, MATH 152, CS 482 STAT 380, CS 321, CS 340 MATH 250, MATH CS 382 CS 434 321, CS 314, CS 314 MATH 423, CS CS 330 340, CS 425, ECE CS 425 381, CS 434, ECE CS 447 482, CS 330, CS CS 423 382, CS 423, CS CS 499 CS 438 CS 456 438, CS 454, CS 447, CS 499, CS CS 454 482, CS 456, ECE MATH 125 CS 340 CS 140 Page 5

Math Study Skills Inventory Rate your achievement of the following statements by placing a 3 for almost always, 2 for sometimes, and 1 for almost never. If you have never even thought about doing what the statement says, put a 0. Selecting a math class _______ 1. I schedule my math class at a time when I am mentally sharp. _______ 2. When I register for a math class, I choose the best instructor for me. _______ 3. If I have a choice, I select a math class that meets three or four days a week instead of one or two. _______ 4. I schedule the next math class as soon as possible after I have completed the current course. _______ 5. I am sure that I have signed up for the correct level math course. Time and place for studying math _______ 6. I study math every day. _______ 7. I try to get my math homework immediately after math class. _______ 8. I have a specific time to study math. _______ 9. I have a specific place with few distractions to study math. ______ 10. I seek help with my math homework in the lab/tutoring center. ______ 11. I am careful to keep up to date with math homework. ______ 12. I study math at least 8 to 10 hours a week.

Math questions • Evaluate the following expressions: – – – – – – – Math.abs(-1.23) Math.pow(3, 2) Math.pow(10, -2) Math.sqrt(121.0) - Math.sqrt(256.0) Math.round(Math.PI) + Math.round(Math.E) Math.ceil(6.022) + Math.floor(15.9994) Math.abs(Math.min(-3, -5)) • Math.max and Math.min can be used to bound numbers. Consider an int variable named age. – What statement would replace negative ages with 0? – What statement would cap the maximum age to 40? 27

Math & Nature Suction feeding in the longjaw butterfly fish Forcipiger longirostris ◦ Given Dimensions of cones A and B at rest (t0) and at maximum expansion of the feeding mechanism (t1) Duration of the feeding event (t1 - t0) 6) Find the velocity of water flow into the mouth of the longjaw butterfly fish during suction feeding.

ACT SCORES PLACEMENT English 18 - 27 Engl 1010 Math 19 - 27 Math 1020/1810/1100 (check major) Math 28 + Credit given for Math 1020 SAT SCORES PLACEMENT Verbal 450 – 620 Engl 1010 Verbal 630 - 710 Credit given for Engl 1010 Verbal 720 + Credit given for Engl 1010 & 1020 Math 460 - 620 Math 1020/1810/1100 (check major) Math 630 + Credit given for Math 1020 COMPASS SCORES PLACEMENT Writing 68 + Engl 1010 Pre-Algebra 56 - 94 Math 1020 Algebra 36 – 88 Math 1020 College Algebra 30 - 66 Math 1020 Pre-Algebra 95+ Credit for Math 1020 Algebra 89+ Credit for Math 1020 College Algebra 67+ Credit for Math 1020

Longjaw Butterfly Fish Suction Feeding Cone A Length (mm) Area (mm2) a 5.0 N/A b 14.9 Cone B Length (mm) Area (mm2) a 5.0 Time 0 c 31.2 N/A d 1.1 e Volume of feeding mechanism before expansion (t0) Cone A Length (mm) Area (mm2) a 5.0 N/A b 14.9 Cone B Length (mm) Area (mm2) a 5.0 Time 1 c 31.6 d 1.1 e Volume of feeding mechanism at maximum expansion (t1) Volume change during feeding event (mm3) Duration of feeding event (sec) Area of mouth at maximum expansion (t1) (mm2) Velocity of water flow into mouth (mm/sec) Volume (mm3) Volume (mm3) Volume (mm3) Volume (mm3) 0.022

Longjaw Butterfly Fish Suction Feeding Cone A Length (mm) Area (mm2) a 5.0 N/A b 14.9 Cone B Length (mm) Area (mm2) a 5.0 Time 0 c 31.2 N/A d 1.1 e 8.8 Volume of feeding mechanism before expansion (t0) Cone A Length (mm) Area (mm2) a 5.0 N/A b 14.9 Cone B Length (mm) Area (mm2) a 5.0 Time 1 c 31.6 3.8 d 1.1 e 8.9 Volume of feeding mechanism at maximum expansion (t1) Volume change during feeding event (mm3) Duration of feeding event (sec) Area of mouth at maximum expansion (t1) (mm2) Velocity of water flow into mouth (mm/sec) Volume (mm3) 390.1 Volume (mm3) 1036.0 1426.1 Volume (mm3) 390.1 Volume (mm3) 1049.3 1439.4 13.3 0.022 3.8 159