Tamantha Pizarro

Iona College
Researcher

Biography

I have participated in three undergraduate mathematics Research Opportunities for Undergraduates (REU) which add to my mathematical strengths. I have served as a tutor in the REU at Arizona State University called Quantitative Research for the Life and Social Sciences program (QRLSS) and additionally served as tutor during high school for mathematics. I want to use my strengths to help others ideally in their early education (high school) since this is what built my foundation for my love for mathematics. I want to help draw students to mathematics and its beauty and would look forward to being an active force in increasing more mathematics majors and researchers!

Education

BS Mathematics
Iona College
Phd Applied Mathematics for the Life and Social Sciences
Arizona State University

Educator Statistics

Numerade tutor for 5 years
21 Students Helped

Topics Covered

Breaking Limits: Unlock Your Potential with Our Expert Solutions
Exploring the World of Derivatives: A Comprehensive Guide
Differential Equations Made Simple: Expert Tips & Resources
Applications of the Derivative

Tamantha's Textbook Answer Videos

07:48
Calculus: Early Transcendentals

In Exercise 10 we modeled populations of aphids and ladybugs with a Lotka-Volterra system. Suppose we modify those equations as follows:
$ \frac {dA}{dt} = 2A(1 - 0.0001A) - 0.01AL $
$ \frac {dL}{dt} = -0.5L + 0.0001AL $
(a) In the absence of ladybugs, what does the model predict about the aphids?
(b) Find the equilibrium solutions?
(c) Find an expression for $ dL/dA. $
(d) Use a computer algebra system to draw a direction field for the differential equation in part (c). Then use the direction field to sketch a phase portrait. What do the phase trajectories have in common?
(e) Suppose that at time $ t = 0 $ there are 1000 aphids and 200 ladybugs. Draw the corresponding phase trajectory and use it to describe how both populations change.
(f) Use part (e) to make rough sketches of the aphid and ladybug populations as functions of $ t. $ How are the graphs related to each other?

Chapter 9: Differential Equations
Section 6: Predator-Prey Systems
Tamantha Pizarro
05:09
Calculus Early Transcendentals

The function $f$ in the figure satisfies $\lim _{x \rightarrow 2} f(x)=5$ Determine the largest value of $\delta>0$ satisfying each statement.
a. If $0<|x-2|<\delta$ then $|f(x)-5|<2$
b. If $0<|x-2|<\delta$ then $|f(x)-5|<1$

Chapter 2: Limits
Section 7: Precise Definitions of Limits
Tamantha Pizarro
05:14
Calculus Early Transcendentals

The function $f$ in the figure satisfies $\lim _{x \rightarrow 4} f(x)=5$ Determine the largest value of $\delta>0$ satisfying each statement.
a. If $0<|x-4|<\delta,$ then $|f(x)-5|<1$
b. If $0<|x-4|<\delta,$ then $|f(x)-5|<0.5$

Chapter 2: Limits
Section 7: Precise Definitions of Limits
Tamantha Pizarro
03:27
Calculus Early Transcendentals

Let $f(x)=x^{3}+3$ and note that $\lim _{x \rightarrow 0} f(x)=3$ For each value of $\varepsilon,$ use a graphing utility to find all values of $\delta>0$ such that $|f(x)-3|<\varepsilon$ whenever $0<|x-0|<\delta .$ Sketch graphs illustrating your work.
a. $\varepsilon=1$
b. $\varepsilon=0.5$

Chapter 2: Limits
Section 7: Precise Definitions of Limits
Tamantha Pizarro
01:55
Calculus Early Transcendentals

Suppose $f^{\prime \prime}$ exists and is positive on an interval $I$. Describe the relationship between the graph of $f$ and its tangent lines on the interval $I$

Chapter 4: Applications of the Derivative
Section 2: What Derivatives Tell Us
Tamantha Pizarro
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