intro and just enough math, with images in place

Author: DaveBerzack-NSS

notes.txt

@@ -0,0 +1,9 @@
+
+Introduction
+	introduction
+		no context for example in right panel. 
+
+Just enough math
+	Polynomials - 
+		figure 2 with stick figures?
+		question 3 is tricky and semantic (is the definition important enough?)

src/sections/01-introduction/01-intro/index.md

@@ -129,7 +129,7 @@ You’ll receive all prep details ahead of time, including the problem (for the
 
 
 ### Asynchronous Self-Study
-Your time to become curios about material and we encourages you to engage with material on your own schedule before applying it during live sessions. This approach allows for:
+Your time to become curious about material and we encourages you to engage with material on your own schedule before applying it during live sessions. This approach allows for:
 - **Flexible pacing** that accommodates your schedule
 - **Deep engagement** with concepts before group discussions
 - **Prepared participation** in collaborative activities
@@ -199,10 +199,7 @@ Integrating multiple techniques and putting it all together for technical interv
 ## 🚀 How to Approach the Course
 
 ### Sequential Learning
-Work through the modules in order. Each chapter builds on concepts from previous ones, so skipping ahead or moving ahead 
-may leave gaps in your understanding. If you finish the prescribed material look for the supplemental material provided to more deeply engage 
-with the content. Find practice problem on the internet let your favorite LLM quiz you or give you extra practice problems 
-for the given module theme. 
+Work through the modules in order. Each chapter builds on concepts from previous ones, so skipping ahead or moving ahead may leave gaps in your understanding. If you finish the prescribed material look for the supplemental material provided to more deeply engage with the content. Find practice problem on the internet let your favorite LLM quiz you or give you extra practice problems for the given module theme. 
 
 ### Active Engagement
 To get the most out of this course, don’t just passively read, actively engage with the material. Take notes as you go to process and retain key ideas. Work through each example step by step, making sure you understand not just what the code does, but why it works. Complete every exercise before moving on, even if it feels tough, that’s where the learning happens. And don’t be afraid to experiment with the code. Tweak it, break it, fix it. The more you interact with it, the deeper your understanding will grow.

src/sections/02-just-enough-math/01-polynomials/checkpoint.jsx

@@ -14,7 +14,7 @@ export default [
   },
   {
     type: QUESTION_TYPES.RADIO,
-    questionJsx: <p>Consider the following graph: Graph of a polynomial. From left to right, the graph slopes down until it reaches 4 on the X axis, then slopes back up. Which of the following polynomial degree's is represented by the graph above?<br/><img width={700} src="assets/f7a9c2d4-question-2.png" /></p>,
+    questionJsx: <p>Consider the following graph: Graph of a polynomial. From left to right, the graph slopes down until it reaches 4 on the X axis, then slopes back up. Which of the following polynomial degree's is represented by the graph above?<br/><img width={700} src="assets/polynomials-question-2.png" /></p>,
     answers: [
       "Second degree polynomial",
       "First degree polynomial", 
@@ -47,7 +47,7 @@ export default [
   },
   {
     type: QUESTION_TYPES.RADIO,
-    questionJsx: <p>Consider the following graph: Graph of a polynomial. The graph is a straight line sloping upwards from left to right. The line intersects the Y axis at -4 and the X axis at 2. Which of the following polynomials is represented by the graph above?<br/><img width={700} src="assets/f7a9c2d4-question-5.png" /></p>,
+    questionJsx: <p>Consider the following graph: Graph of a polynomial. The graph is a straight line sloping upwards from left to right. The line intersects the Y axis at -4 and the X axis at 2. Which of the following polynomials is represented by the graph above?<br/><img width={700} src="assets/polynomials-question-5.png" /></p>,
     answers: [
       "2x - 4",
       "2x² - 4",

src/sections/02-just-enough-math/01-polynomials/index.md

@@ -7,7 +7,7 @@
 
 Imagine you and a coworker are preparing two equally sized rooms for a team party. Your coworker is covering the floor of one room with a single area rug, while you are covering the floor of the second room with several smaller carpets, as shown in Figure 1 below.
 
-<img width=700 src="assets/image1.png"/>
+<img width=700 src="assets/rugs1.png"/>
 
 **Figure 1:** Laying out rugs in two equally-sized rooms. One room contains a single large rug, while the other contains four thin carpets.
 
@@ -25,7 +25,7 @@ Polynomials are among the most common tools we use to discuss and compare growth
 
 Recall our carpet example. Figure 1 shows that a single area rug decorates the same space as four thin carpets. If the rooms were twice as large, we would need two large area rugs and eight thin carpets. And if the rooms were four times as large, we would need four area rugs and 16 thin carpets, as shown in Figure 2.
 
-<img width=700 src="assets/image2.png"/>
+<img width=700 src="assets/rugs2.png"/>
 
 **Figure 2:** Laying out rugs in two equally sized rooms. The first room requires four area rugs, while the second room requires 16 thin carpets.
 
@@ -43,7 +43,7 @@ As another example, consider the polynomial 2x. This polynomial always evaluates
 
 Let's look at another polynomial and identify its key parts:
 
-<img width=700 src="assets/image3a.png"/>
+<img width=700 src="assets/polynomial.png"/>
 
 **Figure 3:** The polynomial 2x + 5. Arrows indicate the variable, operator, and coefficients in the expression.
 
@@ -101,13 +101,13 @@ So far we have looked at polynomials that grow relatively slowly. Our carpeting
 
 Imagine you have a one foot by one foot square of fabric, as shown in Figure 4 below:
 
-<img width=300 src="assets/image3.png"/>
+<img width=300 src="assets/degrees1.png"/>
 
 **Figure 4:** One square foot of fabric. Each side of the square measures one foot.
 
 The area of this square is one square foot, calculated by multiplying the length of each side: 1 × 1 = 1 square foot. Let's increase the length of each side to two feet, as shown in Figure 5 below:
 
-<img width=300 src="assets/image4.png"/>
+<img width=300 src="assets/degrees2.png"/>
 
 **Figure 5:** Four square feet of fabric. Each side of the square measures two feet.
 
@@ -149,7 +149,7 @@ A = s²
 
 The result will be in square feet. If the length of each side is three feet, the area is 3² = 3 × 3 = 9 square feet. If the length is four feet, the area is 4² = 4 × 4 = 16 square feet.
 
-<img width=300 src="assets/image5.png"/>
+<img width=300 src="assets/degrees3.png"/>
 
 **Figure 6:** A nine square feet room. The room contains nine one square foot tiles.
 
@@ -183,7 +183,7 @@ Writing out and evaluating polynomials is not the only way to determine how quic
 
 The equation y = x is represented by the graph in Figure 7.
 
-<img width=700 src="assets/image7.png"/>
+<img width=700 src="assets/linear-curve.png"/>
 
 **Figure 7:** Graph of the equation y = x. The graph is a straight line that intersects the x and y axes at 0.
 
@@ -193,15 +193,15 @@ The vertical line represents the values of y (rising from bottom to top), while
 
 The graph in Figure 8 represents the polynomial y = x².
 
-<img width=700 src="assets/image8.png"/>
+<img width=700 src="assets/exponential-curve.png"/>
 
 **Figure 8:** Graph of y = x². The graph is an arc that meets the x and y axes at 0 and slopes upward.
 
 This graph is more complicated than y = x. If we pay attention only to the values to the right of the vertical axis, we see that when x = 2, y = 4. The values of y increase so quickly that we can't even see the value of y = 25 when x = 5.
 
 Figure 9 shows a graph of the tile-counting polynomial from before: y = 2x².
 
-<img width=700 src="assets/image10.png"/>
+<img width=700 src="assets/exponential-curve2.png"/>
 
 **Figure 9:** Graph of y = 2x². The graph is a narrow arc that meets both axes at 0 and slopes upwards.
 
@@ -235,7 +235,7 @@ m = 4x + 1
 
 Figure 10 presents the graph of this polynomial. Note how by adding 1, we shift the entire line up by one minute. This is because no matter how many team members need help, it will always take one minute to walk back to the desk.
 
-<img width=700 src="assets/image12.png"/>
+<img width=700 src="assets/linear-curve2.png"/>
 
 **Figure 10:** Graph of m = 4x + 1. The graph slopes upward and shows that m = 9 when x = 2.
 

src/sections/02-just-enough-math/02-exponents-logarithms/assets/image1.png

@@ -6,15 +6,15 @@
 
 Imagine you are working as a software development engineer when your manager asks you to find the contact information of an employee named Alejandro Rosalez in the company directory. Away from your computer, you flip open a copy of the printed directory and…what next? How do you find Alejandro Rosalez in this book? You know that the directory is ordered alphabetically by last name (Rosalez) followed by first name (Alejandro). You could start at the very beginning and work your way through each page in sequence, but it could take ages to find Alejandro's information. Instead, you open the book close to center, as shown in Figure 1.
 
-<img width=700 src="assets/image1.png"/>
+<img width=700 src="assets/book1.png"/>
 
 *Figure 1: Book open at the middle page. The pages on the left represent names that begin with A through M, while the pages on the right represent names beginning with N through Z.*
 
 Because the book is alphabetized by last name, the pages to your left contain information for every employee whose last name begins with a letter between A and M. The pages to your right contain the information of every employee whose last name begins with a letter between N and Z. You know that Alejandro's last name begins with R, so their contact information must be in the right half of the book because R is between N and Z.
 
 You flip to the middle of the N–Z section of the directory to continue your search, as shown in Figure 2 below. You end up in the section containing last names beginning with the letter T.
 
-<img width=700 src="assets/image2.png"/>
+<img width=700 src="assets/book2.png"/>
 
 *Figure 2: Book open to a page close to names beginning with T. The pages on the left represent names that begin with A through S, while the pages on the right represent names beginning with T through Z.*
 
@@ -79,15 +79,15 @@ Imagine you're writing an algorithm to list all teams of developers. If there ar
 - Team of 1 (two ways)
 - Team of 2
 
-<img width=700 src="assets/image3.png"/>
+<img width=700 src="assets/teams1.png"/>
 
 *Figure 3: The four possible teams of two developers.*
 
 Now add one more developer:
 
 - Total teams = 8
 
-<img width=700 src="assets/image4.png"/>
+<img width=700 src="assets/teams2.png"/>
 
 *Figure 4: The eight possible teams of three developers.*
 
@@ -167,7 +167,7 @@ Compare:
 
 After a few doublings, exponential growth skyrockets.
 
-<img width=700 src="assets/image5.png"/>
+<img width=700 src="assets/log-vs-exp.png"/>
 
 *Figure 5: Graph of logarithmic and exponential growth.*