Math 120 Mathematics and Liberal Arts

Fall 2006 Syllabus

Course Prerequisite: At least one year of high school algebra with a grade of C or better, or intermediate algebra; ACT-math score above 18 or equivalent.

Credit: 3

Course Description: Topics include sets and logic; linear, quadratic, exponential, and logarithmic models; interest theory, loans, annuities; probability and descriptive statistics. At least one additional topic is chosen from: Euclidean and non-Euclidean geometries; introduction to calculus; applied mathematics (e.g., voting and election theory; network theory).

Course Objectives: The primary objective of the course is to develop in the student an understanding of the techniques involved in the construction of mathematical models using problem solving strategies from mathematics and computer science. More concretely, given a situation to be modeled with mathematics, presented in the form of a real life problem or in the more structured format of a word problem, students will be able to evaluate the posited situation, propose a solution method for, and solve, the problem. Students should also have the ability, by the end of the course, to analyze solution(s) and discuss restrictions on their accuracy and applicability.

Specifically, Math 120 is designed to address and fulfill the following General Education Council Expectations:

• The student will demonstrate proficiency in the use of mathematics and/or statistics to structure their understanding of and investigate questions concerning the world around them.
• The student will demonstrate proficiency in treating mathematical and/or statistical content at an appropriate level.
• The student will demonstrate competence in the use of numerical, graphical, and algebraic representations.
• The student will demonstrate the ability to interpret data, analyze graphical information, and communicate solutions in written and oral form.
• The student will demonstrate proficiency in the use of mathematics and/or statistics to formulate and solve problems.
• The student will demonstrate proficiency in using technology such as handheld calculators and computers to support their use of mathematics and/or statistics.

Instructional Strategies: There are three major instructional strategies used in teaching this course. In no particular order, these are: an emphasis on effective writing about mathematics; instruction on the appropriate use of technology in mathematics; and the "rule of three."
Written Assignments will include very short, short, and medium-length assignments that may be included in tests, homework, and as projects during the semester.
Technology begins with the graphing calculator (see below) with manual. In addition to its traditional use as a computational tool, students will be helped to explore the use of the calculator as a tool with which to explore mathematics through graphing and basic programming.
Finally, the "rule of three" (from semiotics) means that each topic contains meaning on at least three levels: concept, symbols, and words. In mathematics, this is usually interpreted as the geometric, numeric, and algebraic views of each topic. We will certainly look at most, if not all, topics in this mathematical interpretation of the rule of three, and we may find uses for the original formulation as well.

Text:

• (Required) Bennett, J.O. and W. L. Briggs (2005), Using and Understanding Mathematics with MathXL Access Code, 3^rd Edition, Addison-Wesley.
• (Recommended) J. O. Bennett, W. L. Briggs, and C. Mulcahy (2005), Student Solutions Guide for Using and Understanding Mathematics: A Quantitative Reasoning Approach, Addison Wesley

Calculator: I recommend a graphing calculator such as the TI-83+ or TI-84+. I will be using a TI-84+ for demonstrations and instruction; if you choose another brand of graphing calculator, you will be responsible for learning how to use it. At the very least, a calculator such as the TI-82 or "higher" is required for the statistical packages during the semester (Note that used calculators like the TI-82 are often available on ebay.com or at half.com for $20 or less).

Support: Please feel free to see me during my office hours or call me and make arrangements for additional meeting time. I will also welcome e-mails to the address above. In addition, don’t hesitate, if I’m unavailable, to seek help in the Drop-in Math Tutoring Center in Ross 1250 (first floor, next door to the Writing Center) or to contact any math instructor known to you with a question about a problem in the text or a handout. Of course, they may not be able to tell you what I meant, but they can help if you're stuck.

Special Needs:  Students who believe they may need accommodations in this class are encouraged to contact the Disability Support Services office, (970) 351-2289, as soon as possible to ensure that such accommodations are implemented in a timely fashion.

Tutoring:

• Math Lab, Ross 1250, 351-1406. Hours posted on door, and online: http://mathed.unco.edu/tutoring
  No appointments needed.
• The Tutoring Center, Michener L120, 351-1904 or 1906, appointments required. I recommend you contact the Tutoring Center right away if you believe you will need a regular, recurring tutoring session.

School of Mathematics:  Ross 2239, Diana Moore (351-2827) and Avis Werdel (351-2820).

UNC’s Policies:  UNC’s policies and recommendations regarding academic misconduct as found in your student handbook will be adhered to.

Honor Code: All members of the University of Northern Colorado community are entrusted with the responsibility to uphold and promote five fundamental values:  Honesty, Trust, Respect, Fairness, and Responsibility.  These core elements foster an atmosphere, both inside and outside the classroom, which serves as a foundation and guides the UNC community’s academic, professional, and personal growth. Endorsement of these core elements by students, faculty, staff, administration, and trustees strengthens the integrity and value of our academic climate.

Common Courtesy:

• Turn off cell phones,beepers and pagers while class is in session, please!
• Arrive on time.
• If you have to leave class early, please notify me before class and be as unobtrusive as you can be when you leave.
• If you wish to socialize, nap, read the paper, or engage in any activity that is not a part of the class, please feel free to remove yourself from the class and pursue those activities.
• Do not wear headphones, and please turn off the tunes!
• In general, please be considerate of the learning environment.
• Within the bounds of demands placed on me by the School, I hold myself to the same standards as I expect from you. However, experience tells me that School demands may make me occasionally a bit late to class. Please wait until 15 minutes have elapsed after class start time for me.  If I haven’t shown up by then, you have extra study time (of course, next session’s likely to be intense).

Attendance: Aside from the first few days, when I will be learning names, I will not take daily attendance. Nevertheless, class attendance is the key that unlocks two of the major learning tools offered in this class: Lecture and Participation.  If you have to miss a class, please notify me in advance (by a left message if that is all that is possible) if at all possible.  You are still responsible for the content of the class meeting you missed, and you will have to get a classmate to help you catch up.  If you contact me in advance when we both have a little time, I will gladly give you an outline of what we will cover, so you may do some work in advance.

Course Content: Major Study Units (All of 1-5 will be covered, and 1 or more of 6-10)

1. Logic and Problem Solving Sets, Venn Diagrams Models Logic and Argument Analysis Units of Measurement Problem Model Strategy	2. Critical Thinking with Quantitative Information Percentages Relative Magnitude Understanding Error
3. Functions and Modeling Functions Linear Models Non-linear Models	4. Finance Annuities Loans Income Taxes Federal Budget
5. Statistics and Probability Statistical Study Design Statistical Tables and Graphs Correlation and Causation Fundamentals of Probability Central Limit Theorem Risk Theory
6. Basic Calculus Functions and Rates of Change Infinitesimals and the Slope of a Curve The derivative Estimating Areas: Riemann sums	7. Geometry and Art Euclidean and Non-Euclidean Models Perspective Modeling Nature with Fractals
8. Putting Statistics to Work Variation Distributions Hypothesis Testing	9. Mathematics and Politics Elections Voting Theory Apportionment
10. Mathematics and Business Network Analysis Hamiltonian Circuits Scheduling

Evaluation:  Evaluation of student progress is accomplished by a combination of the following tools:

Homework:  In learning to use mathematics, there is no substitute for practice.  Homework will be assigned on a regular basis and collected and graded.

In-class Exams: There will be at least two in-class midterm exams.  These tests will cover both computational and comprehension measures.

Final Exam:  There will be a comprehensive final during finals week.

Written Projects:  Some of the homework will be in the nature of short-answer essay questions or preliminary work on larger projects.  There will be one or two major writing projects during the class. The first will be in conjunction with an individual research project, culminating in a report or an in-class presentation with written abstract.  The second will result in an 1100 word written essay, the topic of which is the student’s mathematical autobiography.  As with any college term paper, attention should be paid to correct grammar, spelling, word choice, usage, and punctuation, not to mention sentence, paragraph, and essay structure.  Students with questions about this facet of the project are encouraged to see the instructor, or, at their discretion, a member of the English faculty or consult with the Writing Center

Computation of Grade:  As an instructor, I am far more concerned about the progress you make than where you are at any one point in time.  I am also aware that anyone can have an off day.  Therefore, I will feel free to drop one or two lowest homework scores, and/or replace your lowest exam score with a later, higher score.  The net effect will be to ensure your final grade is a more accurate reflection of (1) your performance in class and (2) how you progressed in knowledge and ability from day one to day final. With that understood, in general, your grade will be computed as follows:

• Final:  20%
• Midterms:  30%
• Math Writing Projects:  15%
• Math Autobiography: 5%
• Homework, Classwork, and Quizzes: 30%