% Syllabus for Math 1001, Spring 2003 Semester
%
% Some parts used from Nathan Reading's S02 syllabus

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\begin{document}

\section*{Math 1001, Excursions in Mathematics, Spring 2003 Semester}

\begin{center}
\begin{tabular}{rl}
{\bf Lecturer:} &Jonathan Rogness\\
{\bf Office:} &Vincent Hall 358\\
{\bf Phone:} &612-625-3896 (the answering machine is unreliable)\\
{\bf Email:} &rogness@math.umn.edu  (by \emph{far} the best way to reach  me!)\\
{\bf Office hours:} &MWF 12:20--1:10, or by appointment\\
{\bf Course website:} &http://www.math.umn.edu/\~{}rogness/math1001/
\end{tabular}
\end{center}

\subsection*{Objectives} Many people think ``mathematics = arithmetic,''
and that mathematicians sit around all day adding large numbers together
or computing square roots.  Suprise -- that's not true!  This course is
designed to show you some different areas of modern mathematics,
particularly those which are not covered in the standard ``algebra,
geometry, trigonometry, calculus'' sequence of courses.  The  course aims
to expose you to mathematical thinking, applied concretely to the  modern
world.  You will learn about mathematical approaches to various
real--world problems,  and will demonstrate your understanding by
implementing the approaches in specific cases.

\subsection*{Prerequisites}  Three years of high school math or a placement exam.  If you don't satisfy this requirement you should talk to me immediately.  You don't need to know a lot of algebra for this course, but we will use some arithmetic and other basic mathematical ideas.

\subsection*{Class sessions}     Lecture will be held MWF at 11:15 in room
3-230 of the EE/CSci Building.  Discussion sections will be held on
Thursdays. Attendance at lectures \emph{and} discussion sections is
mandatory, and non-attendance will negatively affect your grade.

\subsection*{Textbook} \underline{Excursions in Modern Mathematics}, by P.
Tannenbaum and R. Arnold (4th edition). There is also a companion website
to the book, at {\tt www.prenhall.com/tannenbaum}. The website is not
officially part of the course, but it might be helpful.

\subsection*{Material covered} You will be responsible for all of Chapters
15, 10, 1, 2, 3, 5, 6, and 7 from the text, covered in that order.  The lectures will follow the book fairly closely, but you are responsible for all the material in the assigned reading, even if it is not specifically covered in lecture.  Similarly, you are responsible for anything covered in lecture but not in the book.  Before exams I might occasionally tell you that certain topics will not be covered, but you shouldn't make any assumptions like that on your own.

\subsection*{Calculator}  You must have a basic calculator which can do
exponentials.  Anything labelled ``scientific calculator'' should be ok. 
Many stores sell these for about \$10.  More expensive calculators with
more capabilities are usually harder to use and won't be any more helpful
for this course.  In particular, graphing calculators will not be allowed,
and would be a waste of money for this course anyway.

\section*{Grading System}  You can earn up to 1000 points during the semester:
\begin{center}
\begin{tabular}{ll}
        Homework: &     150 points\\
        Quizzes:&       150 points\\
        Tests:  &       300 points\\
        Final Exam:&    400 points\\
\end{tabular}
\end{center}

\subsection*{Homework} Due every Friday, by 4:30 in your TA's mailbox in
	Vincent Hall room 107.   Each week's assignment is worth 10
	points, awarded as follows:

\begin{itemize}
\item {\bf 6 points for completeness.}   If you do all the problems
	completely, with all necessary work shown, you will get the
	6 points.   If your homework is incomplete, you will
	get points based on your TA's judgment of what percentage of the
	homework you did.

\item {\bf 4 points for correctness.}   There will be four problems
	selected to be graded.  You will not know ahead of time which
	problems will be checked. On each of the four problems, you will
	get one point for getting the problem completely correct, with all
	necessary work legibly written,  and no points if your answer is
	not correct, or if it is illegible or if important work is
	missing. There will be no partial credit.  Your partial credit was
	already given to you in the form of 6 points for completeness.
\end{itemize}

Late homework will be accepted at any time before the final, but only for
3 completion points.  I will give your TA the option of deducting one
point from your homework score if your assignment is not stapled and/or
has ``frizzies'' on the side of the paper. (You can find a stapler and a
paper cutter in the mailroom, across from the mailbox.)  In general,
unless there is a serious and/or systematic problem, I will not interfere
with the TA's judgement on homework points.

\subsection*{Quizzes:} There will be 8 scheduled quizzes and 3
	pop-quizzes. The pop quizzes are intended to be easier, and to
	reward attendance. Each quiz will be worth 15 points, and the
	lowest quiz score will be dropped. Quizzes will be graded with
	little or no partial credit.

\subsection*{Exams:}  You will have three exams during the semester, and
you will take them during the normal lecture hour.  Each exam will be
worth 100 points; I will \emph{not} drop the lowest exam score.  You will
also have a cumulative final exam on May 12, 2003, at 1:30--4:30pm at a
location to be announced.  As with the quizzes, the exams will be graded
with little or no partial credit.

\subsection*{Grades} The final gradelines will be at least this generous:
\begin{center}
\begin{tabular}{lllll}
        900&--&1000&&           A-, A\\
        800&--&899&&            B-, B, B+\\
        700&--&799&&            C-, C, C+\\
        600&--&699&&            D, D+\\
\end{tabular}
\end{center}
I reserve the right to \emph{lower} the gradelines if I feel it is justified -- for example, if the exams turn out to be too hard, or homework was graded too stricly, and so on.

\subsection*{Appropriate Collaboration versus Cheating}  In general you
will find me to be easy-going, and I will treat you with the respect that
you deserve as an adult.  As part of that, I expect and trust that you
will not cheat.  You will face severe consequences if I find my trust and
respect has been misplaced. \emph{Academic dishonesty will not be
tolerated.}  Cheating on homework, quizzes or tests will result in a
failing grade on the assignment or test, and usually further sanctions,
possibly including a failing grade in the course or further sanctions
through the university. Any collaboration on quizzes and tests given in
class will be considered cheating.\\

However, \emph{please do collaborate on learning how to do the homework.}
After cooperating on learning how to do a problem, each student must do
the problem themselves to turn it in. Copying homework, or turning in
homework that you did not do yourself, is considered cheating.

\subsection*{Incompletes:}  These are given only in extremely unusual
circumstances, and only if you arrange it with me (not your TA) in
advance. Incompletes are given only if you have completed most of the
course material at a satisfactory level -- at least two midterms at a C
level -- but some terrible, unexpected event prevents you from finishing
the course. In particular, we cannot give you an incomplete if you simply
fall behind in your work.

\section*{Guidelines for success}

\subsection*{Time commitment.} This is a 3-credit class.  According to
	University guidelines, the average student should spend 3 hours
	per week per credit, for a  total of 9 hours per week in this
	class.  After attending the 4 scheduled class sessions (3 hours,
	20 minutes total) you should expect to spend  between 5 and 6
	hours per week on reading the textbook, doing the  homework and
	studying.  If you are not able to commit this amount of  time, I
	recommend that you do not take this course.

\subsection*{Stay ahead}     I recommend that you read the relevant
	sections of the text  before coming to the lecture.  Lectures will
	be easier to follow when you  have already thought about the
	material.  I also recommend starting all  assignments early, to
	give yourself opportunities to get your questions  answered before
	it's too late.

\subsection*{Office hours}  Office hours can be a great resource for you,
and I highly encourage you to use them.  (Your tuition money is paying for
us to sit there.  Get your money's worth!)  It's a chance for you to get
one-on-one help.  We can cover things in more depth, or find out what's
confusing you and explain it a different way.  If you have questions and
none of our office hours work for you, email me or your TA and set up a
different meeting time. 

\subsection*{Ask questions}  Asking questions in class can help you and
	your classmates.   When I was an undergraduate, I often sat in
	class thinking I was the  only one who was confused, so I didn't
	ask.  Later, as I got to know  the other students in my major, I
	found out that they had been confused  by many of the same things,
	but had also been afraid to ask!

\subsection*{Mathematics is not a spectator sport}  Even if you understand
every word in lecture and in the textbook, the only way to really learn
mathematics is by \emph{doing} mathematics.  Sometimes this means doing
even more than the assigned problems.  (See ``time committment'' above.)  This is how to avoid the common pitfall of ``understanding everything in class but blanking out on the exams.''\\

I realize this isn't welcome advice, and I admit that I haven't always followed it myself.  But in years of teaching (and 20+ years of learning) mathematics I haven't found any shortcut.

\subsection*{Disability accommodations:}  It is university policy to
provide, on a flexible and individualized basis, reasonable accommodations
to students who have disabilities that may affect their ability to
participate in course activities or to meet course requirements.  
Students with disabilities are encouraged to contact me early in the
semester to discuss their individual needs for accommodations.

\newpage

\section*{Preliminary Schedule (subject to change)}
{\small
\begin{center}
\begin{tabular}{l|lllll}
Day&Date&&Reading Assignment&&Topic\\\hline\hline
W&      Jan 22&&&& Syllabus and probability\\
Th&     Jan 23&&&& Probability\\
F&      Jan 24&&15.Intro to 15.2&& Probability (Hwk 1 due)\\
\hline
M&      Jan 27&&15.3 to 15.4&& Probability\\
W&      Jan 29&&15.5 to 15.6&& Probability\\
Th&     Jan 30&&&& Probability \\
F&      Feb 31&&&&  Probability (Hwk 2 due) (Quiz: Prob.)\\
\hline
M&      Feb 3&&10.Intro to 10.2&&  Population \\
W&      Feb 4&&10.3&&  Population \\
Th&     Feb 5&&&&  Population \\
F&      Feb 7&&&&  Population  (Hwk 3 due)\\
\hline
M&      Feb 10&&&& Population  (Quiz: Pop.)\\
W&      Feb 12&&&& Review\\
Th&     Feb 13&&&& Population and Review\\
F&      Feb 14&&&& {\bf Test} (Probability and Population) (Hwk 4 due)\\
\hline
M&      Feb 17&&1.Intro to 1.2&& Voting  \\
W&      Feb 19&&1.3 to 1.4&& Voting  \\
Th&     Feb 20&&&& Voting  \\
F&      Feb 21&&1.5 to 1.6&& Voting (Hwk 5 due)      \\
\hline
M&      Feb 24&&&& Voting (Quiz: Voting)\\
W&      Feb 26&&2.Intro to 2.1&& Voting/Weighted Voting\\
Th&     Feb 27&&&& Voting/Weighted Voting\\
F&      Feb 28&&2.2 to 2.3&&  Weighted Voting (Hwk 6 due)\\
\hline
M&      Mar 3&&2.4 to 2.5&&  Weighted Voting\\
W&      Mar 5&&&&  Weighted Voting\\
Th&     Mar 6&&&&  Weighted Voting\\
F&      Mar 7&&&&  Weighted Voting (Hwk 7 due) (Quiz: W. Vot.)\\
\hline
M&      Mar 10&&3.Intro to 3.2&& Fair Division\\
W&      Mar 12&&3.3 to 3.5&& Fair Division\\
Th&     Mar 13&&&& Fair Division\\
F&      Mar 14&&3.6 to 3.7&& Fair Division (Hwk 8 due) (Quiz: F.D.)\\
\hline
M-F&    Mar 17-21&&Pick a good book!&&      Spring Break\\
\hline
M&      Mar 25&&&& Fair Division\\
W&      Mar 26&&&& Review\\
Th&     Mar 27&&&& Fair Division/Review\\
F&      Mar 28&&&& {\bf Test} (Vot., W. Vot. and F.D.)  (Hwk 9 due)\\
\hline
M&      Mar 31&&5.Intro to 5.3&&  Euler Circuits\\
W&      Apr 2&&5.4 to 5.5&&  Euler Circuits\\
Th&     Apr 3&&&&  Euler Circuits\\
F&      Apr 4&&5.6 to 5.7&&  Euler Circuits (Hwk 10 due)\\
\hline
M&      Apr 7 &&&& Euler Circuits (Quiz: Eul.)\\
W&      Apr 9&&&& Euler Circuits/Hamilton Circuits\\
Th&     Apr 10&&&& Euler Circuits/Hamilton Circuits\\
F&      Apr 11&&6.Intro to 6.3&& Hamilton Circuits (Hwk 11 due)\\
\hline
M&      Apr 14&&6.4 to 6.7&& Hamilton Circuits\\
W&      Apr 16&&6.8&& Hamilton Circuits\\
Th&     Apr 17&&&& Hamilton Circuits\\
F&      Apr 18&&&& Hamilton Circuits (Hwk 12 due) (Quiz: Ham.)\\
\hline
M&      Apr 21&&7.Intro to 7.3&& Networks\\
W&      Apr 23&&7.3 to 7.5&& Networks\\
Th&     Apr 24&&&& Networks\\
F&      Apr 25&&&& Networks (Hwk 13 due)\\
\hline
M&      Apr 28&&&& Networks (Quiz: Net.)\\
W&      Apr 30&&&&  Review\\
Th&     May 1&&&&  Networks/Review\\
F&      May 2&&&&  {\bf Test} (Eul., Ham. and Networks) (Hwk 14 due)\\
\hline
M&      May 5&&&&  Review\\
W&      May 7&&&&  Review\\
Th&     May 8&&&&  Review\\
F&      May 9&&&&  Review (Hwk 15 due)\\
\hline
M&      May 12&&&& {\bf FINAL EXAM}  1:30--4:30, Location TBA\\
\end{tabular}
\end{center}
}
\newpage

\section*{Homework assignments}
\begin{tabular}{l|l|ll}
Number  &Due Date       &Chapter(s)     &Problems\\ \hline
1&      Jan 24&         15&             2,  4,  12,  14,  20,  66\\ \hline
2&      Jan 31&          15&             16,  18,  22,  24,  26,  28,  36,  38,  42--60 (even) \\ \hline
3&      Feb 7&          15&             68,  81\\ &&
                        10&             2--36 (even)\\ \hline
4&      Feb 14&         15&             3,  15,  21,  23,   49,  51,  53,  55\\ &&
                        10&             3,  7,  11,  13,  25,  27,  29,  31,  57\\ \hline
5&      Feb 21&         1&              2,  4,  10,  12,  14,  16,  18,  22,  24,  26,  28,  30,  34,  36,  38\\ \hline
6&      Feb 28&          1&              20,  32,  40,  42,  44,  46,  48,  50,  52\\ &&
                        2&              2,  6,  8,  10\\ \hline
7&      Mar 7&          2&              12,  14, 16, 18, 20, 24, 26, 28, 30, 34, 44,  48, 52a, 53, 56\\ \hline
8&      Mar 14&         3&              6,  8,  9,  16,  18,  20,  22,  24,  34,  36,  38,  40,  42\\ \hline
9&      Mar 28&         1&              11,  19,  31,  37,  39,  43\\ &&
                        2&              11,  15,  27,  51a\\ &&
                        3&              47, 49, 51, 61 \\ \hline
10&     Apr 4&          5&              2-44 even\\ \hline
11&     Apr 11&         5&              46,  50,  54,  62, 66 + worksheet\\ &&
                        6&              2-14 even\\ \hline
12&     Apr 18&         6&              16,  20,  22,  24,  26,  30,  32,  36,  38,  40,  42,  46,  48,  50,  70\\ \hline
13&     Apr 25&         7&              2,  12,  14,  16,  20,  22,  24,  26,  28,  43,  49\\ \hline
14&     May 2&          5&              5, 17, 19, 23, 29, 43 \\&&
                        6&              23,  27,  37,  41,  45,  49\\ &&
                        7&              1,  11,  13,  19,  23,  25,  29\\ \hline
15&     May 9&         15&             25, 29, 41\\&&
                        10&             5,  23\\&&
                        1&              9a,  17, 25, 35\\&&
                        2&              13, 25\\&&
                        3&              15, 35, 41, 53\\&&
                        5&              25, 29, 41\\&&
                        6&              29, 39\\&&
                        7&              11a, 21, 27\\ \hline
\end{tabular}

\newpage
\section*{Grade Calculator}
This form is designed to help you answer,  at any point during the semester,  the question,  ``How am I doing in this class?''
Keep track of your scores in the blanks provided.
At any time in the semester,  add up all the points that you have earned,  and divide by the number of possible points on the assignments that are already scored.
Then multiply by 1000 and compare with the grade scale given in the syllabus.
If the grade you are earning is not as good as you want,  ask yourself some questions.
\begin{enumerate}
\item Am I attending all the lectures and the recitation section?
\item Am I putting in 6 hours a week outside of class?  
\item Am I reading the textbook before the lecture and asking questions in lecture about the things I don't understand?
\item Am I starting the assignments early so I have time to get my questions answered?
\item Am I going to my Lecturer or TA to get help with things that I'm stuck on?
\end{enumerate}
If the answer to all these questions is ``yes'' and you are still unhappy with your progress in this class,  please come and talk to me.
I may be able to suggest some other ways you can improve your performance.

%\bigskip

\begin{tabular}{|l||l|l|}
Item            &Your score     &Possible score\\\hline\hline
Homework 1      &&10\\ \hline
Homework 2      &&10\\ \hline
Homework 3&     &10\\ \hline
Homework 4&     &10\\ \hline
Homework 5&     &10\\ \hline
Homework 6&     &10\\ \hline
Homework 7&     &10\\ \hline
Homework 8&     &10\\ \hline
Homework 9&     &10\\ \hline
Homework 10&    &10\\ \hline
Homework 11&    &10\\ \hline
Homework 12&    &10\\ \hline
Homework 13&    &10\\ \hline
Homework 14&    &10\\ \hline
Homework 15&    &10\\ \hline
Homework Total& &150\\ \hline\hline
Probability Quiz        &&15\\ \hline
Population Quiz &&15\\ \hline
Voting Quiz     &&15\\ \hline
W. Voting Quiz  &&15\\ \hline
Fair Division Quiz      &&15\\ \hline
Euler Quiz      &&15\\ \hline
Hamilton Quiz   &&15\\ \hline
Networks Quiz   &&15\\ \hline
Pop Quiz 1      &&15\\ \hline
Pop Quiz 2      &&15\\ \hline
Pop Quiz 3      &&15\\ \hline
Quiz Total (drop one)&&150\\ \hline\hline
Test 1          &&100\\ \hline
Test 2          &&100\\ \hline
Test 3          &&100\\ \hline
Test Total              &&300\\ \hline\hline
Final Exam      &&400\\ \hline\hline
Final Score     &&1000\\ \hline\hline
\end{tabular}

\end{document}



