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Course Criteria
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4.00 Credits
Students who have not studied calculus and who have the necessary precalculus background belong in Calculus I. Because some sections of Calculus I differ significantly from traditional high school calculus, it has been our experience that students who who "start over," in order to ease the transition into college, initially may have more difficulty in Calculus I than beginners. However, students who take Calculus I expecting and welcoming new ideas have found it rich and rewarding. Please read the "Beginning the Study of Mathematics" section. This course presents rates of change and their applications, integrals, the fundamental theorem, and modeling of phenomena in the natural and social sciences. Meets Science and Math II-A requirement The department G. Davidoff, P. Conway 4 credits
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3.00 Credits
High school algebra is essentially the study of the laws that govern the system of numbers we use for ordinary arithmetic. This course focuses on certain of these laws and studies the systems, called "groups," governed bythem. Groups have beautiful properties and describe many phenomena: crystallography, graphic art, matrix algebra, counting, nuclear physics, codes, and more. The course studies the group laws and their consequences, as well as many examples of systems satisfying these laws. Meets Science and Math II-A requirement H. Pollatsek enrollment limited; 4 credits
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3.00 Credits
Studies basic mathematical structures using as models symmetries of plane figures, the ordinary integers, and other number systems. Using examples to uncover patterns that help reveal and explain relationships. Solving simple equations in these new settings quickly brings students into contact with some intriguing problems being studied by contemporary mathematicians. Meets Science and Math II-A requirement The department Prereq. 4 admission units or permission of instructor; enrollment limited; 4 credits
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4.00 Credits
The system of geometry devised by the ancient Greeks was immutable until the nineteenth century, when it was put in a broader framework better able to accommodate the varied interests of physical science and mathematics. In this course, we study geometry as it developed historically, from the time of Pythagoras to the recent past. Meets Science and Math II-A requirement The department 4 credits
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3.00 Credits
An introduction to fractals and chaos. Topics selected from the following: self-similar fractals, fractal dimension, iteration, the Feigenbaum diagram, Julia sets and the Mendelbrot set, strange attractors and applications. Meets Science and Math II-A requirement The department enrollment limited; 4 credits
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3.00 Credits
(Same as Education256) This course will draw on two modules of the Developing Mathematical Ideas (DMI) series. DMI is a curriculum designed to help think through the major ideas of K-8 mathematics and examine how children develop those ideas. The first four sessions will parallel the first four sessions of Making Meaning for Operations. The remaining nine sessions will be based on the Reasoning Algebraically about Operations module. This module focuses on how children's study of operations leads into articulation of generalizations in the number system and justification of such generalizations. Participants will explore and understand how such work in the early grades relates to algebra studied in later grades. Does not meet a distribution requirement J. Bodner Lester Prereq. Permission of instructor; 4 credits
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3.00 Credits
(First-year seminar; Same as Music-114-02) For centuries people have explored the connections between mathematics and music. Sounds are waves, and pleasant-sounding musical intervals are simple fractions. Keyboard instruments are tuned following both regular and slightly irregular mathematical rules. Bells in change ringing follow simple patterns. Some musical pieces can be played both backwards and forwards. On the other hand, aesthetics are paramount in music, yet also play a part in mathematics. This course will explore these ideas. Meets Science and Math II-A requirement A. Durfee Prereq. fy or permission of instructor; 4 credits
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3.00 Credits
Most students who have taken calculus in high school begin with Calculus II. In particular, if you have studied the derivative and its applications and have been introduced to the definite integral, you will be prepared for Calculus II. Please read the "Beginning the Study of Mathematics" section. Topics include techniques of integration, applications of integration, differential equations, sequences, series, and Taylor series. Meets Science and Math II-A requirement The department, M. Robinson Prereq. 2 meetings (75 minutes), 1 meeting (50 minutes); 4 credits
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4.00 Credits
If you have a good knowledge of applications of integration and of transcendental functions, and if you enjoy mathematics, we encourage you to begin your college-level study of calculus with Calculus III. Please read the "Beginning the Study of Mathematics" section.Topics include differential and integral calculus of functions of several variables. Meets Science and Math II-A requirement H. Pollatsek, The department 4 credits
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4.00 Credits
Topics include elements of the theory of matrices and vector spaces. Meets Science and Math II-A requirement J. McLeod, The department Prereq. any 100-level mathematics course; 4 credits
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