PowerPoint slideshow created for Full Sail University Graphic Design Bachelor of Science online degree program class, College Mathematics assignment "Library Research Assignment"

1. Graphing
Graphing a line given its equation in slope-intercept form

9. “Slope is derived from the Latin root slupan for slip. The relation seems to be to the level
or ground slipping away as you go forward. The root is also the progenitor of sleeve (the
arm slips into it) and, by dropping the s in front we get lubricate and lubricious (a word
describing a person who is "slick", or even "slimy").” (duke.edu, 2001)

10. “…graphs in their modern form started to make their formal appearance in textbooks in
the eighteenth century. Difficulties in printing diagrams likely prevented even more
widespread use of graphs until the nineteenth century.” (Anderson, 2008)

11. “In mathematics, Descartes is important for his discovery of analytical geometry. Up to
Descartes’s time, geometry dealing with lines and shapes, and algebra, dealing with
numbers, were regarded as completely independent aspects of mathematics. Descartes
showed how almost all problems in geometry can be translated into algebra, by reading
them as questions asking for the length of a line segment, and using a coordinate
system to describe the problem.” (Darling, 2004)

12. “By the beginning of the eighteenth century, mathematics was evolving a new
neighborhood called analysis, or the study of – the collection of techniques for dealing
with – infinities, for instance, series that include infinitely many numbers of terms.
Analysis grew largely out of calculus, the study of continuous processes, which was
developed by Gottfried Leibniz and by Newton (who called it the theory of fluxions).”
This work combined with Descartes’s and Euler’s work led to studies of functions.
(Crease, 2008)

13. Donna Cox, an artist working at The University of Illinois at Urbana (1998), works with
using computer graphics for scientific visualization. “For the first time in history, they
were able to generate lots of accurate data, but they could not understand it.” “’I take
the information that has already been generated as numbers and use the best tools of
our age to communicate it.’” (Devlin, 1998)

16. References:
Anderson, G. M. (2008, September). The Evolution of the "Cartesian Connection". Mathematics Teacher, 102(2),
pp. 107-111.
Crease, R. P. (2008). The Great Equations: Breakthroughs in Science from Pythagoras to Heisenberg. New York: W.
W. Norton & Company, Inc.
Darling, D. J. (2004). The Universal Book of Mathematics Paradoxes. Hoboken: John Wiley & Sons, Inc.
Devlin, K. J. (1998). Life by the Numbers. New York: John Wiley & Sons, Inc.
duke.edu. (2001, July 14). Derivation of The "m" in The Slope Equation. Retrieved from www.math.duke.edu:
https://www.math.duke.edu/education/webfeats/Slope/Slopederiv.html
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