1020 Course Information

Math Department
Math 1020 Syllabus and Grading Agreement

This course prepares students to become nurses. Their ability to do math is
crucial. Grades are designed to reflect students ability to do math according
to the syllabus during the semester, especially during the comprehensive
final examination. Students who desire good grades should work, study, and
perform accordingly. Grades are based on the syllabus. The department
chairs role and responsibility is to uphold the policies and standards of the
department. The nursing department also has some benchmark scores for
their students to meet.
Final Exam < 60%: If I earn less than 60% on the final exam, then I
cannot receive better than a D in the course, regardless of how well I
do prior to the final exam.
cannot receive better than a C- in the course, regardless of how well I
cannot receive better than a C in the course, regardless of how well I
I read the syllabus and understand how my grade will be calculated. I agree
to abide by the syllabus and the Math department policies.
Name:
Signature:
Date:
Math Department
Math 1020
Math for the Health Discipline
Course Informaiton
Summer 2013
Contents
1 Syllabus
1.1 College Wide Learning Outcomes .
1.2 Math Department Webpages . . . .
1.3 General Education Statement . . .
1.4 General Education Eportfolio . . .
1.5 Prerequisite . . . . . . . . . . . . .
1.6 Course Objectives . . . . . . . . . .
1.7 Topics To Be Covered . . . . . . .
1.8 Student Learning Outcomes . . . .
1.9 Required Materials . . . . . . . . .
1.10 Calculator Usage . . . . . . . . . .
1.11 Grading Scale . . . . . . . . . . . .
1.12 Policies and Procedures . . . . . . .
1.13 Attendance . . . . . . . . . . . . .
1.14 Electronic Devices in the Classroom
1.15 Student Code of Conduct . . . . .
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3
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5
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6
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9
9
9
1.16
1.17
1.18
1.19
Drop and Withdrawal Policy

Extra Help . . . . . . . . . .
Accommodations . . . . . .
Academic Advising . . . . .
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. 9
. 10
. 10
. 10
2 Homework
12
3 Service-Learning Extra Credit Project

3.1 Description . . . . . . . . . . . . . . . .
3.2 What do you need to do? . . . . . . . . .
3.3 Assess your interest and time . . . . . .
3.4 Find a Community Partner . . . . . . .
3.5 Contact the Community Partner . . . . .
3.6 Inform Your Instructor . . . . . . . . . .
3.7 Reflection . . . . . . . . . . . . . . . . .
3.8 Topics for Reflection Paper . . . . . . . .
3.9 Dont expect any or full credit if you . . .
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4 Textbook Corrections
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13
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14
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15
15
16
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Syllabus
1.1
College Wide Learning Outcomes
SLCC is committed to fostering and assessing the following student learning

outcomes in its programs and courses:
Acquiring substantive knowledge in the field of their choice
Developing quantitative literacy
Developing the knowledge and skills to be civically engaged
Thinking critically
Communicating effectively
1.2
Math Department Webpages
The SLCC Math homepage is located at http://www.slcc.edu/math/. This

site contains many resources for students. Copies of this syllabus, homework exercises, class schedule, computer projects, and other items relating to class projects can be accessed from the math homepage. You can
also find the Math Department Policies that apply to all Math courses at
http://www.slcc.edu/math/policies.aspx.
Past final exams can be found at http://slccmathdepartment.yolasite.com/pastfinal-exams.php and http://www.slcc.edu/math/final-exam-information.aspx.
1.3
General Education Statement
This course fulfills the Quantitative Studies (QS) requirement for the General
Education Program at Salt Lake Community College. Specifically, it fulfills
one of the Core Skills required for all Associate of Applied Science degree
programs at SLCC. It is designed not only to teach the information and
skills required by the discipline, but also to develop vital workplace skills
and to teach strategies and skills that can be used for life-long learning.
General Education courses teach basic skills as well as broaden a students
knowledge of a wide range of subjects. Education is much more than the
acquisition of facts; it is being able to use information in meaningful ways in
order to enrich ones life. While the subject of each course is important and
useful, we become truly educated through making connections of such varied
information with the different methods of organizing human experience that
are practiced by different disciplines. Therefore, this course, when combined
with other General Education courses, will enable you to develop broader
perspectives and deeper understandings of your community and the world,
as well as challenge previously held assumptions about the world and its
inhabitants.
1.4
General Education Eportfolio
Each student in General Education courses at SLCC maintains a General

Education ePortfolio. Instructors in every Gen Ed course will ask you to put
at least one assignment from the course into your ePortfolio, and accompany
it with reflective writing. It is a requirement in this class for you to add to
your ePortfolio, and this syllabus details the assignments and reflections you
are to include. Your ePortfolio will allow you to include your educational
goals, describe your extracurricular activities, and post your resume. When
you finish your time at SLCC, your ePortfolio will then be a multi-media
showcase of your educational experience. For detailed information visit
http://www.slcc.edu/gened/eportfolio.
After you have picked an ePortfolio platform, go to the corresponding
help site to watch the tutorials and look at the examples so you can get
started on your own:
https://sites.google.com/site/slcceport
http://slcceportfolio.wordpress.com
http://slcceportfolio.weebly.com
If you would like to start your ePortfolio in a computer lab with a person there to help you, sign up online for one of the free workshops at the
Taylorsville-Redwood library: http://libweb.slcc.edu/services/forms/eportfolio.
You may also visit an ePortfolio Lab (in the Taylorsville-Redwood Library
LIB 047 as well as in HTC 102a on the Jordan Campus) during business
hours, and staff will help you without an appointment. Finally, questions
regarding the ePortfolio can be directed to [email protected].
In this Math 1020 class, you need to upload one of your projects together
with the reflection paper to your ePortfolio under the Coursework category
as a Quantity Studies (QS) course.
1.5
Prerequisite
Either (1) a grade of C or higher in Math 0920 or 0950 or (2) CPT placement
into Math 0990 or higher. Please contact the testing center for information
on the CPT placement test.
1.6
Course Objectives
This course is designed to provide a review of general mathematics, introductory algebra, and an opportunity to learn systems of measurement and
methods of solving problems related to drug dosage and intravenous fluid
administration and related topics. This course does not satisfy the general
education requirements for transfer students. It is intended for students in
the Health Disciplines and required for those students receiving an A.A.S.
degree in Nursing from Salt Lake Community College.
1.7
Topics To Be Covered
Medical Terminology, Systems of measurement including Metric, Household

and Apothecaries Units, Methods of solving problems related to drug dosage
and intravenous fluid administration, Exponential and Logarithmic expressions, rounding numbers, significance of numbers, scientific notations, significant digits, pH computations and acid-base balance, the use of calculators,
and related topics.
1.8
Student Learning Outcomes
At the conclusion of the course, successful students will be able to:

1. Define terminology used in general mathematics as related to health
sciences.
2. Perform basic arithmetic operations on decimals and fractions.
3. Solve problems related to ratio and proportions.
4. Memorize properties of exponents and logarithms and use these properties to solve problems related to them.
5. Round numbers correctly.
6. Find the range of numbers each rounded number represents or state
that the range is ambiguous.
7. Convert numbers from decimal notation to scientific notation and vice
versa and solve problems related to them.
8. Find the number of significant digits or state that it is ambiguous.
9. Solve problems related to significant digits.
10. Solve problems related to acid-base balance and pH computations.
11. Memorize conversions in time, length, and weight and solve problems
related to these systems.
12. Memorize conversions in and between apothecaries, metric, and household systems of measurement and solve problems related to these systems.
13. State the meanings of the commonly used abbreviations in the administration of medications.
14. Solve word problems related to dosages of oral and injectable medications, including concentration problems.
15. Solve problems related to intravenous flow rates delivered by manual
and electronic means and problems related to delivery time of intravenous fluid administration.
16. Approximate Body Surface Area by formula and by nomogram.
17. Correctly use calculators.
18. Develop the knowledge and skills to be civically engaged, and/or work
with others in a professional and constructive manner.
1.9
Required Materials
1. Textbook: Medical Math Accurate and Efficient, Second Edition, by

Shane Tang, Acute Publishing LLC, ISBN: 978-0-9833705-1-2.
2. Note that the following calculators may give wrong answers when computing certain numbers in scientific notations and pH values: Scenario
SC 440, Sharp EL 501 V, Sharp 501 W, Sharp EL 506 L, TI 30 X,
TI 30 X II B, TI 30 XA, TI 34, TI 36 X. The list is not inclusive. It
is students responsibility to purchase/borrow a scientific calculator for
the course work. In addition, it is students responsibility to learn to
use their calculators. Your instructor will provide as much assistance
as appropriate.
1.10
Calculator Usage
No calculators will be allowed on Test 1 and limited use on the remaining

tests. The use of a calculator is not permitted on the first part of the final
examination. A scientific calculator is needed for the second part of the final
examination.
1.11
Grading Scale
This course prepares students to become nurses. Their ability to math is

crucial. Grades are designed to reflect students ability to do math according
to the syllabus during the semester. Students who desire good grades should
work, study, and perform accordingly. Grades are between the student and
the instructor. The department chairs role and responsibility is to uphold
the policies and standards of the department. The nursing department also
has some benchmark scores for their students to meet.
Overall % distribution: The overall % is distributed as follows.
Final ePortfolio/Projects 5 tests HW & Participation & Quizzes
30%
5%
9% each
20%
Final Exam < 60%: If the student earns less than 60% on the final exam,
then (s)he cannot receive better than a D in the course, regardless of
how well they were doing prior to the final exam.
Letter Grade
Minimum Overall %
AND
Final Exam < 60%
7
D D- E
63 60 0
0
then (s)he cannot receive better than a C- in the course, regardless of
Letter Grade
Minimum Overall %
AND
Final Exam < 73%
C- D+ D
70 67 63
D- E
60 0
60
60
then (s)he cannot receive better than a C in the course, regardless of
Letter Grade
Minimum Overall %
AND
Final Exam < 78%
C C- D+ D D- E
73 70 67 63 60 0
73
60
60
Final Exam 78%: If the student earns higher than or equal to 78% on
the final exam, then (s)he receives a grade based on the following table.
Letter Grade
A AMinimum Overall %
93 90
AND
Minimum Final Exam % 78 78
1.12
B+ B B- C+ C C- D+ D D- E
87 83 80 78 73 70 67 63 60 0
78
78
78
78
73
60
60
Policies and Procedures
1. Homework is to be completed on the day when the corresponding section is covered. Students should check all the answers. No credit will
be given for homework assignment unless answers are justified by necessary and correct steps.
2. Quizzes and worksheets will be given in class unannounced occasionally
and no make-up will be allowed.
3. In case of human or computer error, keep all homework and tests in a
folder until you receive a grade for the course.
4. Instructor may change the schedule and the syllabus when there is a
need. Changes will be announced in class.
5. Exceptions to any rules will only be granted in extenuating circumstances justified by appropriate documentation.
8
1.13
Attendance
Class attendance is expected. Regular attendance is essential to achieve satisfactory results. It is the students responsibility to be aware of all material
covered, test dates, and assignment due dates.
1.14
Electronic Devices in the Classroom
No video or audio recording in the classroom is allowed without written

authorization from the instructor.
Cell phones and other electronic devices should be in silence mode
during lectures, tests, and final exam. Such devices should not be on
the desk during lectures, tests, and final exam. In case of emergency,
students should exit the classroom before they e-mail, text, or use their
cell phones.
If students choose to use a computer or electronic device to take notes,
they may do so without distracting their classmates. Computer activities that are not related to the class directly should not be done during
class time.
Students who text, talk on the cell phone, or use their computers to
do activities not directly related to the class will be asked to leave the
classroom.
1.15
Student Code of Conduct
All students at SLCC must comply with the Student Code of Conduct:
http://www.slcc.edu/policies/docs/Student Code of Conduct.pdf. In particular, note the Academic Standards on pages 40 and 41 with regards to cheating, misrepresentation, out-of-class work, and plagiarism. In compliance with
this document, a student who is academically dishonest will receive an E for
this course. Also note the Disorderly Conduct sections on pages 18 and 19.
1.16
Drop and Withdrawal Policy
Students who desire to drop or withdraw the class must do so by themselves

before the deadlines stated at http://www.slcc.edu/academiccalendar/index.aspx.
Telling the instructor that you are withdrawing from the class is insufficient. You must withdraw from the class through the Registration office. No
withdrawals will be approved after that date.
9
1.17
Extra Help
Math for the Health Discipline is a challenging course, but the methods for
success are simple: read the text, participate in class, and keep up on assignments. Many students find that forming study groups with other students is a
very effective way for them to master mathematics. If you have Math anxiety,
check out the website http://bridge2success.aacc.edu/include/flash/oma/. If
you need extra help, free tutoring is available in the Math Lab at Redwood
LIB 044, and the Learning Centers (phone 957-4172) at Redwood LIB 040,
South N308, Sandy A172, and Jordan HTC 102. Focus tutoring office is
located at LIB 028. A list of private tutors who may be hired is available in
the Learning Centers.
1.18
Accommodations
Students with medical, psychological, learning or other disabilities desiring

accommodations or services under ADA, must contact the Disability Resource Center (DRC). The DRC determines eligibility for and authorizes the
provision of these accommodations and services for the college. Please contact the DRC at the Student Center, Suite 244, Redwood Campus, 4600
South Redwood Rd, 84123. Phone: (801) 957-4659, TTY: 957-4646, Fax:
957- 4947 or by email: [email protected].
1.19
Academic Advising
Academic advising is available to assist with the following:

Creating an educational plan and/or to set up a class schedule
Identify the courses needed toward graduation
Obtain transfer information
Review academic progress
For specific questions regarding math courses and programs in the School of
Science, Math and Engineering contact:
Academic Advisor: Evelynn ODell
Phone: 801-957-4858
E-mail: [email protected]
For specific questions regarding nursing program contact:
10
Academic Advisor: Deron Hutchinson

Phone: 801-957-6065
E-mail: [email protected]
11
Homework
Textbook: Medical Math Accurate and Efficient, Second Edition, by

Shane Tang
Page
Section
Page Section Numbers Page
Section Numbers
180
5.11.1
4
1.2.1
1-18
100
3.13.1
1-21 odd
184
5.12.1
8-9
1.3.1
1-18
102
3.14.1
1-20 even
184-185 5.12.1
10
1.4.1
1-36
103
3.15.1
1-20 odd
185
5.12.1
13-14 2.2.1
1-45 odd
104
3.16.1
1-18
185
5.12.1
16
2.3.1
1-44 even
106
3.17.1
1-12
192-194 6.1.1
19
2.4.1
1-35 odd
108
3.18.1
1-14
194-195 6.1.1
23
2.5.1
1-42 even
110
3.19.1
1-24
198-200 6.2.1
26-27 2.7.1
1-42 odd
112
3.20.1
1-39
204
6.3.1
29
2.8.1
1-36 even
115
3.22.1
1-15 even
206
6.4.1
32-33 2.9.1
1-30 odd
117
3.23.1
1-15 odd
208
6.5.1
37-38 2.10.1
1-32 even
121
4.1.1
1-15
211-217 7.1.1
39
2.11.1
1-30
122
4.2.1
1-15
220-222 7.2.1
43
2.12.1
1-32 odd
125
4.3.1
1-20 even
223-225 7.3.1
48
2.13.1
1-27 even
126-127 4.4.1
1-21 odd
227-228 7.4.1
49
2.14.1
1-14
127-128 4.5.1
1-60
231
7.5.1
51
2.14.2
1-32 odd
133
4.6.1
1-21
232
7.5.2
57-58 2.15.1
1-38 even
135-136 4.7.1
1-20
239
8.2.1
61-62 2.17.1
1-60 odd
138
4.9.1
1-20 even
242
8.3.1
64-65 2.18.1
1-33 even
139
4.10.1
1-20 odd
244-245 8.4.1
67-68 2.19.1
1-60 odd
141
4.11.1
1-20 even
248-249 8.5.1
70-71 2.20.1
1-30 even
142-143 4.12.1
1-20 odd
253
9.2.1
72-73 2.21.
1-30 odd
144
4.13.1
1-20 even
254-255 9.3.1
77
3.1.1
1-45
146
4.14.1
1-20 odd
256
9.5.1
82
3.2.1
1-29
150
5.1.1
1-59
257
9.5.2
84
3.3.1
1-20
154
5.2.1
1-20
260
9.6.1
88
3.4.1
1-18
157
5.3.1
1-48 even
261-262 9.6.2
90
3.5.1
1-20
162
5.4.1
1-20 odd
264
9.7.1
91
3.8.1
1-24
167
5.5.1
1-20 even
265
9.7.2
92
3.8.2
1-12
170
5.7.1
1-10
267
9.8.1
93
3.8.3
1-18
172
5.8.1
1-8
268
9.8.2
94
3.10.1
1-6
174
5.9.1
1-10
276-277 9.9.1
97
3.10.2
1-30
177
5.10.1
1-14
277-278 9.9.2
12
Numbers
1-24 odd
1-30
31-50 even
51-80
81-100 odd
1-17
1-28 even
1-20
1-20 odd
1-12
1-12
1-16 even
1-33
1-30 odd
31-47 odd
1-10
1-10
1-12
1-12
1-14
1-22
1-20
1-20
1-12
1-12
1-12
1-12
1-12 odd
1-12 even
1-12 odd
1-12 even
1-18 odd
1-18 even
3
3.1
Service-Learning Extra Credit Project

Description
Any student who wishes to receive an extra credit of 3% of the overall grade
may do so by providing 15-hours of services in local hospitals or medical
facilities and submit a reflection paper. The purpose of the project is for you
to use medical terminologies and problem solving skills you learn in class.
In addition, it is a good opportunity to explore the medical field so that
you can make a wise decision on your education and career. Moreover, your
meaningful service will help ease the burden of medical needs in the society.
I hope that you will find joy in doing this project.
Students should note that this project is not in any sense to replace the
need of studying any portion of the course material. A grade of C or above
will only be awarded when a student earns a score of 73% or higher on the
final exam and earns a score of 73% or higher on the overall percentage; a
grade of C+ or above will only be awarded when a student earns a score of
78% or higher on the final exam and earns a score of 78% or higher on the
overall percentage.
If you are too busy to earn extra credit, spend your valuable time studying. Since this is an extra credit project, you will not lose any points for not
doing it.
3.2
What do you need to do?
3.3
Assess your interest and time
Assess your schedule and make sure you have enough time to do this project.
It is your responsibility to find a community partner since you are the one
doing this project. It usually takes one or two hours to find a community
partner that will work with you according to your location and available time.
Then, you need to spend at least 15 hours, plus traveling time, in doing the
service. After that, you will need to complete a reflection assignment, which
will take you at least one hour. In addition, make up your mind whether you
really want to do something without getting a financial reward. If you have
the time and interest to do the project, continue to read.
3.4
Find a Community Partner
It is the students responsibility to find a community partner. During this

semester, you will have plenty of opportunities to work with different class-
13
mates. Many of them are working in a medical facility now. You may simply
ask them if the hospital they work at need volunteers. From my experience,
all of them like volunteers. It is simply a matter of asking.
An alternative way is to use the information on Community Partners
from Thayne Center for Service and Learning at
http://www.slcc.edu/thaynecenter/programs-services/community-partners.aspx.
After you go to this website, scroll down to the bottom of the page and
you will see Community Partner Database, 211 Information & Referral, and
Thayne Center Volunteer Opportunities Blog. Then, click on one of them
to find a medical facility that would work with you to allow you to do the
fifteen hours of service-learning.
If you need help after you do the above, you may contact your instructor.
Remember that you have to put forth your effort to earn your extra credit.
3.5
Contact the Community Partner
When you call the person-in-charge in a hospital, tell him/her that you are
taking a Math 1020 class from Salt Lake Community College and would like
to volunteer fifteen hours in their facility in order to complete a servicelearning extra credit project. Plan ahead the dates and times that you will
be available so that you can set up appointments right away. If a reference
is needed, you may refer them to your instructor.
3.6
Inform Your Instructor
E-mail your instructor the following information by July 1, 2013

Title: Service-Learning Plan
Students Name:
Hospitals Name:
Address:
Person-in-charges information
Name:
Title and/or position:
e-mail address:
14
Phone number:
Date and Time that you will serve:
3.7
Reflection
Turn in a typed-written, double-spaced, paper describing your service-learning

experience. Your paper must be at least two full pages long but no longer
than three pages. Margins on all sides should not be longer than one inch.
Use 12 point font size and Times New Roman font. You may simply use
Microsoft word or other software to type up the paper and e-mail your instructor as an attachment. Please be sure to have someone proofread your
paper before you submit it. Turn in your reflection paper by July 30, 2013.
Reflective writing within the service-learning experience is a process of
exploration, both of the students personal experience, as well as the larger
impact of service and civic responsibility. Students use reflective writing to
connect their service to not only course learning objectives, but to greater
themes and issues facing our society. To assist service-learning students
with the process of reflective writing, the SLCC Student Writing Center is
offering access to writing coaches. The Student Writing Center will work
one-on-one with service-learning students who are seeking help with their
reflective writing assignments. All service-learning students have access to
this opportunity, regardless of their writing skills. The Student Writing Center will also work with students on-line. Take advantage of this opportunity
to reflect on your service-learning experience in a meaningful way and to
perfect your writing in the process. Student Writing Center: Redwood Campus AD 219, 801-957-4893. The Student Writing Center homepage is at
http://www.slcc.edu/swc/index.asp.
3.8
Topics for Reflection Paper
You should choose exactly one of the following:

1. As a college student, what are the obstacles of doing service? What is
the joy or pain of actually completing this assignment, if there is any?
2. Why did you do this project at the beginning? Did your attitude
towards this project change after you finished this project?
3. What do you think our society will be like if more people are like you
on spending time to do service?
15
4. Convince a college instructor that this type of project is worth it or

not worth it at all for a college class.
5. Write a letter to a student who will be taking this Math 1020 class in
the future and convince him/her that this project is valuable or this
project is worthless.
3.9
Dont expect any or full credit if you . . .
do not do the project;

do your service in any field other than medical;
do not submit your completed Service Learning Plan on time;
submit an incomplete Service Learning Plan;
get paid to do the 15 hours;
do less than 15 hours in a hospital;
do not submit your reflection paper;
do not ask someone to proofread your paper before you submit it;
do anything that is inappropriate
You know that no one can list all the inappropriate activities that others can
do. I hope that everyone is honest in doing this project.
16
Textbook Corrections
17
2.10. Multiplication of Fractions
Example 25 Multiply.
16 14
21 80
16 14
21 80
2 from both 14 and 80
16
7
=
21 40
8 from both 16 and 40; and 7 from both 21 and 7
2 1
=
3 5
multiply
2
=
15
We may apply the same principle to multiply three or more fractions together. The key is to
keep track of which factor we are reducing and to make sure that we reduce exactly one factor
from the numerator and one from the denominator.
Example 26 Multiply.
7
15 44
22 33 70
7
15 44
22 33 70 3 from both 15 and 33; 2 from both 44 and 70

7
5
22
=
22 11 35
7 5 = 35; cross the common factors 22
1
=
11
2.10.1
Exercises
Multiply the fractions in each question. Write your answers as mixed numbers when
appropriate.
1
4
1) 1
2 15
5)
5
2
10 13
9)
1
5
2) 2 1
3
7
6)
16
125
100 164
7
2
10) 1
8 45
3)
5
4
6 15
7) 3
4)
6
3
2
8
24
8)
3
45
27 81
36 28
48 48
5
14
7 125
13) 4
8
7
16 30
3 20
14) 1
4 35
11)
1
22
11 25
15)
4
88
5 100
12)
26
2
12 32
16)
70
8
10 86
37
Chapter 3. Exponents
3.16.1
Exercises
Compute and present your answer in scientific notation.

1) 2.5 108 + 5.1 108
7) 9 106 + 8 107
2) 8.1 1016
8) 3 10
2.4 1016
+ 7 10
4
3) 8 1034 + 9 1034
9) 3.2 10
4) 8.15 1027
10) 1.32 10
2.73 1027
5) 7.4 1012 + 8.692 1012
11) 9 105
6) 4.71 1051
12) 5.1 109
3.17
3.668 1051
+ 7.3 10
2
7 10
2 104
7.5 108
13) 6.3 10
+ 3.4 10
14) 5.5 10
+ 3.9 10
15) 9.1 105 + 1.7 103

16) 6.3 103
3.4 102
17) 5.5 10
3.9 10
18) 9.1 10
1.7 10
Multiply and Divide with Scientific Notation
When multiplying or dividing numbers in scientific notation without using a calculator, we

multiply or divide the first factors of each number and combine the exponents over the base 10
individually, then make adjustments to ensure that the result is written in scientific notation.
Example 53 Simplify and write your answer in scientific notation. 9 106 5 107
The above question contains just two numbers, namely, 9 106 and 5 107 . Each
is written in scientific notation. Using the commutative property of multiplication,
we rearrange the factors to get 9 5 106 107 . We multiply the first two factors
together and the last two together to get (9 5) 106+7 = 45 1013 . We examine
the result and note that the first factor, 45, is bigger than 10; thus it is not written
in scientific notation. Lets just focus on the first factor now. The number 45 can
be written as 4.5 101 . We replace the first factor by that and then simplify to get
4.5 101 1013 = 4.5 1014 .
104
Chapter 6. Reading Measurement
Example 6 When we use the guess and check method, there is a chance that our guess is
not right.
1. We start from the smaller number. Our guess is that

each interval represents a 0.1 increment.
2. We read out the smaller number 9.
3. We continue to read 9.1, 9.2, 9.3, 9.4, and 9.5 as we
focus on each successive line after the small number,
as shown in the figure.
4. The value 9.5 does not match 10, the bigger
calibrated number. We start over.
9.5
9.4
9.3
9.2
9.1
9
10
9
We guessed wrong
this time, but we
can try again until
we get it right.
Example 7 The guess and check method provides way to get the right answer with just
addition.
1. We start from the smaller number. This time we
guess each interval represents a 0.2 increment.
2. We read out the smaller number 9.
3. We continue to read 9.2, 9.4, 9.6, 9.8, and 10, as we
focus on each successive line after the small number,
as shown in the figure.
4. The value 10 matches exactly the bigger calibrated
number.
5. We know for sure that the increment is 0.2. We read
from 9 again until we align with the measurement we
are taking. The correct volume is 9.6.
6.1.1
Exercises
2)
192
5
mL
1)
10
mL
State the volume and unit of each of the following syringes.
10
9.8
9.6
9.4
9.2
9
10
9
After we check, we
know for sure that
the volume is 9.6.
.4
.4
.5
mL
40
50
40
50
unit
.8
.9
1.0
mL
80
90
100
unit
.7
.6
.5
70
60
.3
.3
30
30
.2
.2
20
.1
20
14)
.1
13)
10
12)
10
3
mL
2.5
1.5
0.5
5
mL
10
mL
1
30
unit
20
10
unit
100
90
80
70
60
50
50
unit
30
20
10
40
6)
40
30
20
10
.5
mL
.4
.3
.2
.1
1.0
mL
.9
.8
.7
.6
.5
.4
.3
.2
.1
3
mL
2.5
1.5
0.5
6.1. Methods to Read Syringes
3)
4)
5)
7)
8)
9)
10)
11)
15)
193
30
unit
10
20
Chapter 6. Reading Measurement
10
mL
16)
5
mL
17)
3
mL
2.5
1.5
0.5
18)
.7
.8
.9
1.0
mL
70
80
90
100
.6
.5
.4
.3
.2
.1
19)
.2
.3
.4
20
30
40
20
30
40
20
30
unit
.5
mL
.1
10
10
10
20)
unit
60
50
21)
50
unit
22)
23)
24)
Use straight lines to indicate the volumes on appropriate syringes that follow. The first three questions
are done as examples.
1) 7.1 mL
8) 1.3 mL
15) 28 units
22) 0.54 mL
2) 8.4 mL
9) 40 units
16) 7.7 mL
23) 9.7 mL
3) 4.8 mL
10) 5.3 mL
17) 0.22 mL
24) 18 units
4) 8 units
11) 2.2 mL
18) 2.7 mL
25) 3.3 mL
5) 32 units
12) 54 units
19) 48 units
26) 66 units
6) 0.92 mL
13) 0.76 mL
20) 8.9 mL
27) 4.3 mL
7) 0.36 mL
14) 6.4 mL
21) 86 units
28) 0.48 mL
194
900
120
800
260
2.6
700
200
250
600
2.5
500
Chapter 6. Reading
Measurement
110
240
400
2.4
230
190
200
2.3
220
1100
180
Height in Feet & Inches
900
800
700
170
600
500
Height in Centimeters
1000
CUTE
Publishing, LLC
2.2
100
210
4
200
2.1
90
3
2.0
1.9
Weight in Pounds
Approximate Body Surface Area in Square Meters
100
190
180
80
170
2
Weight in Kilograms
300
Figure: A portion of the nomogram that shows how to estimate the body surface area of a
400
person who is 185 cm tall
and weighs 85 kg.
1.8
6.3.1
300
160
200
Exercises
100
160
70
1.7
150
140
Use the nomogram
on page 202 to find the BSA
of each patient with
the given weight
5
1.6
(wt) and height11(ht).
00
150
60
130
1000
1) wt : 76 lb
900
ht : 4 ft 8 in
6) wt : 165 lb
ht : 5 ft 6 in
800
700
2) wt : 205 lb
ht : 72 in
110
7) wt : 60 kg
ht : 157 cm
500
400
12) wt : 220 lb
ht : 6 ft 2 in
1.3
1.2
130
8) wt : 100 lb
ht : 4 ft 10 in
13) wt : 77 kg
ht : 175 cm
1.1
100
120
16) wt : 106 kg
ht : 187 cm
1.4
140
600
300
3) wt : 94 lb
ht : 4 ft 2 in200
11) wt : 83 kg
ht : 152 cm
1.5
100
50
17) wt : 252 lb
ht : 66 in
90
40
80
18) wt : 62 kg
ht : 1.64 m
70
30
4) wt : 37 kg
ht : 1.34 m
9) wt : 40 kg
ht : 1.31 m
14) wt : 187 lb
ht : 6 ft 4 in
19) wt : 125 lb
ht : 4 ft 2 in
5) wt : 51 kg
ht : 148 cm
10) wt : 95 lb
ht : 4 ft 4 in
15) wt : 60 kg
ht : 160 cm
20) wt : 93 kg
ht : 169 cm
6.4
BSA Formula: U. S. System
The use of nomogram was discussed in the previous section. The other way to estimate body
surface areas is to use formulas. Neither method is more accurate than the other. Students need
to be familiar with both methods.
There are two common formulas. These formulas work for all ages. One formula is designed to
find the body surface based on the weight and the height measured in the U.S. system of pounds
204
Chapter 7. Medicine
7.2.1
Exercises
Determine if the ordered amount is an overdose. If it is not, find how many pills are
needed. State the unit of measurement.
1) The prescription states: Mitotane 0.5 g PO
qid. The drug label states: Mitotane 1 tab
= 500 mg and the maximum dosage is 6 g
per day. How much drug do you give to the
patient in one dose?
2) The prescription states: Chlorpromazine HCL
0.02 g PO qd. The drug label states:
Chlorpromazine HCL 1 tab = 10 mg and
the maximum dosage is 0.2 g per day. How
much drug do you give to the patient in one
dose?
3) The prescription states: Fareston 1 grain PO
qd. The drug label states: Fareston 1 tab =
60 mg and the maximum dosage is 60 mg
qid. How much drug do you give to the

9) The prescription states: Demadex 300 g PO
qd. The drug label states: Demadex 1 tab =
5 mg and the maximum dosage is 200 mg
10) The prescription states: Metolazone 0.01 g
tid. The drug label states: Metolazone 1 tab
= 5 mg and the maximum dosage is 20 mg
qd. How much drug do you give to the
11) The prescription states: Prinivil 0.015 g qd.
The drug label states: Prinivil 1 tab = 5 mg
and the maximum dosage is 40,000 mcg qd.
How much drug do you give to the patient
in one dose?
4) The prescription states: Clarithromycin 0.5 g

PO qd. The drug label states:
12) The prescription states: Zocor 40 mg hs qd.
Clarithromycin 1 tab = 250 mg and the
The drug label states: Zocor 1 tab = 20 mg
maximum dosage is 500 mg q12h. How much
and the maximum dosage is 0.08 g qd. How
drug do you give to the patient in one dose?
much drug do you give to the patient in one
dose?
5) The prescription states: Rifabutin 0.3 g PO
qd. The drug label states: Rifabutin 1 tab
= 150 mg and the maximum dosage is
300,000 mcg per day. How much drug do
you give to the patient in one dose?
13) The prescription states: Trandolapril 1 mg

PO qid. The drug label states: Trandolapril
1 tab = 1 mg and the maximum dosage is 4
mg per day. How much drug do you give to
the patient in one dose?
6) The prescription states: Plavix 0.75 g PO qd.

The drug label states: Plavix 1 tab = 75 mg 14) The prescription states: Valsartan 0.08 g PO
and the maximum dosage is 75 mg per day.
qd. The drug label states: Valsartan 1 tab
How much drug do you give to the patient
= 80 mg and the maximum dosage is 320
in one dose?
mg per day in divided doses. How much
drug do you give to the patient in one dose?
7) The prescription states: Bumex 500 mcg PO
qod. The drug label states: Bumex 1 tab = 15) The prescription states: Lozol 1,250 mcg PO
0.5 mg and the maximum dosage is 10 mg
qd. The drug label states: Lozol 1 tab =
1.25 mg and the maximum dosage is 5 mg
qd. How much drug do you give to the
8) The prescription states: Procardia 60 mg PO
qd. The drug label states: Procardia 1 tab
16) The prescription states: Lipitor 0.04 g PO qd.
= 30 mg and the maximum dosage is 60 mg
The drug label states: Lipitor 1 tab = 20
220
7.4. Volume of Medication Based on the Patients Weight
Example 11 The prescription states: Cleocin 12 mg/kg IV tid. The drug label states:
Cleocin 75 mg/5 mL and max: 3 g/day. How much drug do you give in one dose to
the patient who weighs 160 lb?
We convert the units in the order to ensure that they are the same as in the maximum
before we can compare them. We convert the ordered amount 12 mg/kg tid to equal
value in g/day.
12 mg/kg tid =
12 mg 3
1 kg
1g
160 lb
2.618 g/day
kg day
2.2 lb
1, 000 mg
Since the order 12 mg/kg tid = 2.618 g/day is less than 3 g/day, the ordered amount
is not an overdose. We now proceed to compute the amount to give to the patient. We
75 mg
5 mL
again start with the order. From the strength, we get
= 1 or
= 1. We
5 mL
75 mg
choose the fraction on the right.
12 mg
1 kg
5 mL
160 lb
58 mL (rounded to the nearest whole number)
kg
2.2 lb
75 mg
Thus, we give the patient 58 mL of Cleocin IV.
CASIO fx-300 ES: 1
ELECTRONIC SCIENTIFIC CALCULATOR OR TI-30XA: 1

1
TI-83 Plus: 1
7.4.1
ENTER
S,D
2
Exercises
Determine if the ordered amount is not an overdose. If it is not, find the
volume to administer in one dose. State the unit of measurement. Round to
two decimal places when appropriate.
1) The prescription states: Cipro IV 8 mg/kg IV

tid. The drug label states: Cipro IV 2
mg/mL and the maximum dosage is 400
mg/dose tid. The child weighs 32 kg.
2) The prescription states: Amikin 7.5 mg/kg IV
qd. The drug label states: Amikin 250
mg/mL and the maximum dosage is 1.5
g/day. The patient weighs 66 kg.
3) The prescription states: Suprax 0.7 g IV stat.
The drug label states: Suprax 100 mg/5 mL
and the maximum dosage is 8 mg/kg per
day. The patient weighs 45 kg.

4) The prescription states: Amoxil 2.25 g PO bid.
The drug label states: Amoxil 200 mg/5 mL
and the maximum dosage is 15 mg/kg q12h.
The patient weighs 25 lb.
5) The prescription states: Cleocin 40 mg/kg IV
qid. The drug label states: Cleocin 75 mg/5
mL and the maximum dosage is 450 mg q6h.
6) The prescription states: Valproic Acid 15
227
Chapter 7. Medicine
mg/kg/day IV. The drug label states:
Valproic Acid 250 mg/5 mL and the
maximum dosage is 60 mg/kg per day. The
patient weighs 62 kg.
12) The prescription states: Sumycin 250 mg IV

qid. The drug label states: Sumycin 125
mg/5 mL and the maximum dosage is 50
mg/kg per day. The patient weighs 88 kg.
7) The prescription states: Sumycin 2.5 g IV qid.

The drug label states: Sumycin 125 mg/5
mL and the maximum dosage is 50 mg/kg
per day. The patient weighs 120 lb.
13) The prescription states: Cleocin 10 mg/kg IV

qid. The drug label states: Cleocin 75 mg/5
mL and the maximum dosage is 450 mg q6h.
8) The prescription states: Oxcarbazepine 5

mg/kg/day IV. The drug label states:
Oxcarbazepine 300 mg/5 mL and the
maximum dosage is 600 mg per day. The
patient weighs 145 lb.
14) The prescription states: Suprax 0.2 g IV qd.

The drug label states: Suprax 100 mg/5 mL
and the maximum dosage is 8 mg/kg per
day. The patient weighs 60 lb.
9) The prescription states: Amikin 6 mg/kg IV

qd. The drug label states: Amikin 250
mg/mL and the maximum dosage is 1.5
g/day. The patient weighs 200 lb.
10) The prescription states: Amoxil 375 mg PO
bid. The drug label states: Amoxil 200
mg/kg q12h. The patient weighs 72 kg.
11) The prescription states: Nydrazid 375 mg IV
bid. The drug label states: Nydrazid 50
7.5
15) The prescription states: Vantin 75 mg IV bid.

The drug label states: Vantin 50 mg/5 mL
and the maximum dosage is 5 mg/kg q12h.
16) The prescription states: Cipro IV 8 mg/kg IV
tid. The drug label states: Cipro IV 2
mg/mL and the maximum dosage is 400
mg/dose tid. The child weighs 45 lb.
17) The prescription states: Cefprozil 750 mg IV
bid. The drug label states: Cefprozil 125
Medication Based on the Patients Body Surface Area
We sometimes use the area of the patients body to calculate drug dosage when we are
administering certain drugs, especially when drugs are given to pediatric or geriatric patients.
The area of the patients body is the same as body surface area (BSA). Recall that there are two
methods to find the BSA, either using the nomogram on page 202 or using one of the two
formulas on page 205 and page 207. When a patient weighs more and/or is taller, more drug is
needed. Likewise, for a relatively lighter and/or shorter patient, less medication is required. We
will learn to compute dosages based on patients BSA. Of course, we always ensure that we dont
overdose the patient first.
228
Chapter 7. Medicine
7.5.2
Exercises
Determine if the ordered amount is not an overdose. If it is not, find the
volume to administer in one dose. Use the appropriate one of the two formulas
on page 205 and page 207 to find the BSA. Round your answers to the nearest
tenth when appropriate. State the unit of measurement.
1) The prescription states: Gemzar 1,600 mg/day

IV. The drug label states: Gemzar 38
mg/mL and max: 800 mg/m2 /day. How
much drug do you give in one dose to the
patient who weighs 320 lb and is 72 in tall?
2) The prescription states: Cerubidine 30
mg/m2 /day IV. The drug label states:
Cerubidine; each mL contains 5 mg and
max: 45 mg/m2 /day. How much drug do
you give in one dose to the patient who
weighs 65 lb and is 45 in tall?
3) The prescription states: Retrovir 0.2 g/m2 bid
PO. The drug label states: Retrovir 100
mg/capsule and max: 240 mg/m2 bid. How
patient who weighs 20 kg and is 72 cm tall?
4) The prescription states: Velban 4,000 mcg/m2
IV for an initial dose. The drug label states:
Velban 1 mg/mL and max: 6 mg/m2 for an
initial dose. How much drug do you give in
one dose to the patient who weighs 35 kg
and is 147 cm tall?
5) The prescription states: Vinblastine sulfate 8
mg/m2 /day IV. The drug label states:
Vinblastine sulfate 1 mg/mL and max: 9.25
mg/m2 /day. How much drug do you give in
one dose to the patient who weighs 180 lb
and is 6 ft 1 in tall?
6) The prescription states: Etodolac 0.9 g/day
232
PO. The drug label states: Etodolac 300

mg/capsule and max: 850 mg/m2 /day. How
patient who weighs 120 kg and is 160 cm
tall?
7) The prescription states: CeeNU 18 mg/m2 /day
PO. The drug label states: CeeNU 10
mg/capsule and max: 0.13 g/m2 /day. How
patient who weighs 68 lb and is 4 ft 7 in tall?
8) The prescription states: Cymbalta 50
mg/m2 /day PO. The drug label states:
Cymbalta 30 mg/capsule and max: 120
mg/day. How much drug do you give in one
dose to the patient who weighs 97 kg and is
192 cm tall?
9) The prescription states: Cisplatin 0.09
g/m2 /day IV. The drug label states:
Cisplatin 50 mg/50 mL and usual dose: 100
mg/m2 /day. How much drug do you give in
one dose to the patient who weighs 152 lb
and is 5 ft 8 in tall?
10) The prescription states: Cosmegen 0.9
mg/day PO. The drug label states:
Cosmegen 0.5 mg/mL and max: 600
mcg/m2 /day. How much drug do you give in
one dose to the patient who weighs 58 kg
and is 159 cm tall?
8.5. Finding Suggested Daily Fluid Needs

the previous exercise.
7) Find the suggested daily fluid needs for a child
who weighs 58 lb.
8) Find the flow rate, in gtt/min, to administer
the suggested daily fluid needs for the
patient in the previous exercise. The tubing
is labeled 12 gtt/mL.
9) Find the suggested daily fluid needs for a
toddler who weighs 22 lb.
10) Find the flow rate, in mL/h, to administer
patient in the previous exercise.
11) Find the suggested daily fluid needs for an
adult who weighs 180 lb.
12) Find the flow rate, in mL/h, to administer
adult who weighs 90 kg.

child who weighs 16.5 kg.
16) Find the flow rate, in mL/h, to administer the
suggested daily fluid needs for the patient in
the previous exercise. Assume the patient
drinks 200 mL of fluid during the day.
child who weighs 50 lb.
suggested daily fluid needs for the patient in
adult who weighs 220 lb.
20) Find the flow rate, in gtt/min, to administer
patient in the previous exercise. Assume the
patient drinks 1,500 mL of fluid during the
day. The tubing is labeled 20 gtt/mL.
infant who weighs 4.5 kg.

suggested daily fluid needs for the patient in 22) Find the flow rate, in mL/h, to administer
249
9.9. Mixing Solutions
We note that the above computation can be shortened by removing the percent signs altogether
because sooner or later the percent signs in the numerator will be canceled by the one in the
denominator. We will remove the percent signs provided that B, N, and S are all percentages.
Example 26 Suppose 57% and 7% solutions are available. Describe how you would mix
these solutions to get 500 mL of a 37% solution.
In short, we have the following:
V = 500 mL
B = 57
N = 37
S= 7
We check that S < N < B, that is, 7 < 37 < 57 is true. Plug these numbers in the
formula. We have
F =V
N
B
S
37
= 500 mL
S
57
7
30
= 500 mL
= 300 mL
7
50
Description: After putting 300 mL of the 57% solution in a container, we add the 7%
solution until the total volume reaches 500 mL. After mixing the solution well, the
resultant solution is 500 mL of 37%.
The following example illustrates that when only one stronger solution and water are available,
we still apply the same formula.
Example 27 Suppose 20% solution and water are available. Describe how you would mix
these solutions to get 150 mL of a 9% solution.
We again align the numbers with the right variables. The strength of water is 0%.
V = 150 mL
B = 20
N= 9
S= 0
We check that S < N < B, that is, 0 < 9 < 20 is true. Using the formula, we get
F =V
N
B
S
9 0
9
= 150 mL
= 150 mL
= 67.5 mL
S
20 0
20
Description: Put 67.5 mL of the 20% solution in a container. We add enough water
until the overall volume reaches 150 mL. After mixing the solution well, the resultant
solution is 150 mL of 9%.
271
Chapter 9. Strength
Example 28 Suppose 0.5% solution and 0.1% are available. Describe how you would mix
these solutions to get 50 mL of a 0.25% solution.
We assign the numbers with the corresponding variables as follows.
V = 50 mL
B = 0.5
N = 0.25
S = 0.1
We check that S < N < B, that is, 0.1 < 0.25 < 0.5 is true. Using the formula, we get
F =V
N
B
S
0.25 0.1
0.15
= 50 mL
= 50 mL
= 18.75 mL
S
0.5 0.1
0.4
Description: Put 18.75 mL of the 0.5% solution in a container. We add enough 0.1%
solution until the overall volume reaches 50 mL. After mixing the solution well, the
resultant solution is 50 mL of 0.25%.
The next example involves numbers that are more difficult to handle. It is desirable to use a
calculator to shorten the process.
Example 29 Suppose 82% and 3% solutions are available. Describe how you would mix
these solutions to get 1,000 mL of a 38% solution.
We again assign the numbers with the right variables as follows.
V = 1,000 mL
B = 82
N = 38
S= 3
We check that S < N < B, that is, 3 < 38 < 82 is true. Plug these numbers in the
formula, we have
F =V
N
B
S
38
= 1, 000 mL
S
82
3
35
= 1, 000 mL
443 mL
3
79
Description: After putting 443 mL of the 82% solution in a container, we add the 3%
solution, as much as needed, until the total volume reaches 1,000 mL. After mixing
the solution well, the resultant solution is 1,000 mL of 38%.
Let us examine the following examples.
272
Example 30 Suppose 2:7 and 2:5 solutions are available. Describe how you would mix
these solutions to get 250 mL of a 1:3 solution. Round to the nearest mL.
We need to compare the three strengths and make sure that the two strengths of the
available solutions have one bigger and one smaller than the desired strength. One way
to do so is to use the least common denominator.a The least common denominator is,
in this case, the product of 3, 5, and 7, which is 105.
2:7=
2
2 15
30
=
=
7
7 15
105
1:3=
1
1 35
35
=
=
3
3 35
105
2:5=
2
2 21
42
=
=
5
5 21
105
We again put the numbers in the right places. In short, we have the following:
V = 250 mL
B=
2
5
1
3
N=
S=
2
7
Since S < N < B is true, we plug these numbers in the formula. We have
N
F =V
B
1
3
2
5
S
= 250 mL
S
2
7
2
7
104 mL
Description: After putting 104 mL of the 2 : 5 solution in a container, we add the 2 : 7

solution, as much as needed, until the total volume reaches 250 mL. After mixing the
solution well, the resultant solution is 250 mL of 1 : 3.
Another way to determine if S < N < B is true, in this case, is to rewrite 1 : 3 = 13 = 26 and arrange
the three fractions as
2
2
2
< <
7
6
5
This method requires one to realize that the fractions with the same numerator can be compared by examining
the denominators; that is, when the numerators are the same, the bigger the denominator, the smaller the
fraction.
a
CASIO fx-300 ES: 2

5
TI-83 Plus: 2
2
7
5
)
0

3
(
(
2
1
5
3
2
2
7
7 )
5
)
ENTER
Sometimes we dont use all the solutions we have. Let us take a look at the following example.
273
CASIO fx-300 ES: 1
S,D
TI-83 Plus: 1
0
(
)
1
ENTER
Example 31 b Using only 1 : 20 solution and water, describe how you would mix these
solutions to get 1,000 mL of a 1 : 80 solution. Round to the nearest mL.
Refer to the previous examples. We have the following:
V = 1,000 mL
B=
1
20
N=
1
80
S= 0
Plug these numbers in the formula. We have

F = 1, 000 mL
1
80
1
20
= 1, 000 mL
1
1 20
1
1
= 1, 000 mL
= 1, 000 mL = 250 mL
80 20
80 1
4
Description: After putting 250 mL of the 1 : 20 solution in a container, we add enough

water to get 1,000 mL. Mix well. The solution has the strength 1 : 80.
The next example uses decimal numbers instead of percent. The formula works equally well.
Example 7 Suppose 0.21% and 3% solutions are available. Describe how you would mix
these solutions to get 1,000 mL of a 1.32% solution. Round to the nearest mL.
Align the numbers with the correct variables. We have
V = 1,000 mL
B= 3
N = 1.32
S = 0.21
We check that S < N < B and 0.21 < 1.32 < 3 is true. Plug these numbers in the
formula. We get
F =V
N
B
S
1.32 0.21
= 1, 000 mL
398 mL
S
3 0.21
Description: After putting 398 mL of the 3% solution in a container, we add the 0.21%
solution, as much as needed, until the total volume reaches 1,000 mL. After mixing
the solution well, the resultant solution is 1,000 mL of 1.32%.
275
Appendix A.
Exercises 3.5.1 on page 90
1. 81x4
6.
x2
9y 2
11. abn cn
2. x3 y 3
7.
1
16x8
12.
3.
4.
a6
b6
16
x4
8.
13.
104r3
9. 3mn
5. 49m2 n2
14.
10. 2 43x or 26x+1
15.
16. 5x4 y 12
a6
b4
x3
8y 3n
102a3
b4
8a21
17.
x6
18.
n3
19. 88m7 n6
20.
1
a8

1. 0
4. 0
7. 0
10. 0
13. 0
16. 0
19. 0
22. 0
2. 0
5. 0
8. 0
11. 0
14. 0
17. 0
20. 0
23. 0
3. 0
6. 0
9. 0
12. 0
15. 0
18. 0
21. 0
24. 0

1. 20
3. 20
5. 20
7. 20
9. 20
11. 20
2. 20
4. 20
6. 20
8. 20
10. 20
12. 20

1. X
4. X
7. X
10.
13. X
16.
2. X
5. X
8. X
11. X
14. X
17. X
3.
6.
9. X
12.
15.
18.

1. 2.5
2. 2.5
3. 2.5
4. 2.5
5. 2.5
6. 2.5

1. 51.005 51.01 < 51.015
2. ambiguous
3. 800.5 801 < 801.5
4. 799.95 800.0 < 800.05

5. 19.95 20.0 < 20.05
6. 1, 347.5 1, 348 < 1, 348.5

7. ambiguous
8. 6.395 6.40 < 6.405
9. 0.95 1.0 < 1.05
12. ambiguous
13. 6, 999.95 7, 000.0 <
7, 000.05
14. 70.0515 70.052 <
70.0525
15. 3.195 3.20 < 3.205
16. ambiguous
17. 3.005 3.01 < 3.015
18. 14.10335 14.1034 <

14.10345
10. ambiguous
19. ambiguous
11. 7.515 7.52 < 7.525
20. 508.5 509 < 509.5
286
21. 50, 000.5 50, 001 <

50, 001.5
22. ambiguous
23. 1.5045 1.505 < 1.5055
24. 7.9095 7.910 < 7.9105
25. 9.525 9.53 < 9.535
26. ambiguous
27. 6.395 6.40 < 6.405

28. ambiguous
29. 5.045 5.05 < 5.055

30. ambiguous
A.1. Answers
1. 1 tab
2. 2 tab
Contact the
doctor.
18. 2 tab
19. 2 cap
Contact the
doctor.
4. 2 tab
10. Its an overdose.

Contact the
doctor.
5. 2 tab
11. 3 tab
6. Its an overdose.
Contact the
doctor.
12. 2 tab
14. 1 tab
23. 2 tab
30. 1 tab
7. 1 tab
15. 1 tab
24. 1 chew tab
31. 3 tab
8. 2 tab
16. 2 tab
25. 1 cap
32. 1 tab
9. Its an overdose.
17. 4 cap
33. 3 tab
3. 1 tab
13. 1 tab
20. 1 tab
27. 1 cap

Contact the
doctor.

Contact the
doctor.
22. 1 cap
29. 3 tab

1. 30 mL
2. 9 mL
3. 10.4 mL
4. 8 mL
5. 2 mL
6. 8 mL
7. Its an overdose.
Contact the
doctor.
8. Its an overdose.
Contact the
doctor.
9. 10 mL
Contact the
doctor.
15. 5 mL
10. 5.3 mL
16. 2.5 mL

Contact the
doctor.
17. 16.8 mL
23. 1.6 mL
24. 3 mL
25. 10 mL
18. 13 mL

Contact the
doctor.
19. 36 mL
27. 12 mL
12. 10 mL
20. 12 mL
28. 1.2 mL
13. 1.6 mL
21. 115 mL
29. 36 mL
22. 22 mL
30. 15 mL

1. 128 mL
2. 1.98 mL
3. Its an overdose.
Contact the
doctor.
4. Its an overdose.
Contact the
doctor.
5. Its an overdose.
Contact the
doctor.
6. 18.6 mL
7. Its an overdose.
Contact the
doctor.
8. 5.49 mL
9. 2.18 mL
doctor.
10. 9.38 mL
14. 10 mL

Contact the
doctor.
12. 10 mL
Contact the
15. 7.5 mL
16. 81.82 mL
Contact the
doctor.

1. 12 mL
3. 12 mL
5. 107 mL
2. 8 mL
4. 3 cap
6. Its an overdose.
Contact the
doctor.
297

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Math Department

Math 1020 Syllabus and Grading Agreement

Drop and Withdrawal Policy

3 Service-Learning Extra Credit Project

College Wide Learning Outcomes

SLCC is committed to fostering and assessing the following student learning

Math Department Webpages

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General Education Statement

General Education Eportfolio

Each student in General Education courses at SLCC maintains a General

Medical Terminology, Systems of measurement including Metric, Household

Student Learning Outcomes

At the conclusion of the course, successful students will be able to:

1. Textbook: Medical Math Accurate and Efficient, Second Edition, by

No calculators will be allowed on Test 1 and limited use on the remaining

This course prepares students to become nurses. Their ability to math is

Policies and Procedures

Electronic Devices in the Classroom

No video or audio recording in the classroom is allowed without written

Student Code of Conduct

Drop and Withdrawal Policy

Students who desire to drop or withdraw the class must do so by themselves

Students with medical, psychological, learning or other disabilities desiring

Academic advising is available to assist with the following:

Academic Advisor: Deron Hutchinson

Textbook: Medical Math Accurate and Efficient, Second Edition, by

Service-Learning Extra Credit Project

What do you need to do?

Assess your interest and time

Find a Community Partner

It is the students responsibility to find a community partner. During this

Contact the Community Partner

Inform Your Instructor

E-mail your instructor the following information by July 1, 2013

Turn in a typed-written, double-spaced, paper describing your service-learning

Topics for Reflection Paper

You should choose exactly one of the following:

4. Convince a college instructor that this type of project is worth it or

Dont expect any or full credit if you . . .

do not do the project;

2.10. Multiplication of Fractions

22 33 70 3 from both 15 and 33; 2 from both 44 and 70

Compute and present your answer in scientific notation.

5) 7.4 1012 + 8.692 1012

12) 5.1 109

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Multiply and Divide with Scientific Notation

When multiplying or dividing numbers in scientific notation without using a calculator, we

Chapter 6. Reading Measurement

1. We start from the smaller number. Our guess is that

State the volume and unit of each of the following syringes.

6.1. Methods to Read Syringes

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