## MATHEMATICS 1080-1

## PERSPECTIVE ON MATHEMATICS

## Spring semester 1999

####

Text:
*Calculus Made Easy* by Sylvanus P. Thompson and
Martin Gardner

Web Page:http://www.math.
utah.edu/~korevaar

Office: JWB 218

Office Hours: MWF 9:30-10 a.m., T 9-10:30 a.m., MW 2-2:30 p.m.,
and by appointment

Informal problem session: Saturdays JWB 208, 10-11 a.m.

Telephone: 581-7318

Email: korevaar@math.utah.edu

#### Prerequisites:

Students will need to be able to do algebra at the
level of Math 1010, ``Intermediate Algebra,'' in order to succeed in
Math 1080. You may wish to use the
Math 1030
diagnostic test to test your readiness. If you have doubts, please
consult with me.

#### Course summary:

The purpose of this course is to study the key concepts of Calculus,
to get a perspective on the scientific problems that led to its
discovery, and maybe a hint of its uses today. ``Calculus'' was
a mysterious and frightening word to college students back in 1910
when our textbook was first published, and the word manages to
elicit similiar responses today. The original author of our textbook,
Sylvanus P. Thompson, was reknowned in his day as an expositor of
this field, and the second author, Martin Gardner, is well-known
for his books and columns which try to explain mathematics to
a broad audience. You will learn how to do and understand
Calculus computations, using this textbook. You will have to judge
at the end of the course whether or not it was actually ``easy.''
As Thompson indicates on page 38, one use of ``Calculus'' is to
quickly calculate quantities which would otherwise be too tedious
to compute. Well, in present times some of these tedious computations
can be done with a calculator or a computer . . . and computer
software can do computations using Calculus as well. We will visit
the Mathematics Computer lab several times to work with
mathematical software, specifically the package known as MAPLE.
These visits should provide an interesting counterpoint to our text.

This course is intended for non-science majors who wish to get
a meaningful introduction to the ideas and techniques of Calculus.
It is a Science Foundation course and a Quantitative Reasoning A
course. We will study only a subset of the applications which
are found in standard Calculus texts: this course is not intended
to prepare one for Science and Engineering courses which require the
usual Calculus sequence as a prerequisite. It is intended to
give one an appreciation for the Calculus concepts which underlie
most quantitative attempts to model real-world science.

There is a Math Department tutoring center for Calculus courses,
staffed by graduate students. It is located in Building 129,
between JWB and LCB, on President's Circle. Its hours are
MTWTh 8:30-7, F 8:30-2, in room 259. The Computer Lab is
also in Building 129, in room 264.

#### Grading:

There will be weekly homework assignments, consisting of reading,
problems from the text or handouts, or computer work. These
problems will be collected each Friday, after having been assigned
the preceeding Friday, Monday, Wednesday. A cumulative list
of homework problems is located at
http://www.math.utah.edu/~korevaar/1080hw
There will be two in-class midterm exams (Wednesday
February 17th and Wednesday April 7th), and an in-class
final exam (Monday May 3rd, 7:30-9:30 a.m.). You will
complete a written project (approximate length 5 pages),
with a topic chosen from an approved list, or approved in
advance by me. This list has not been created yet, but papers
will be historical, biographical, or will investigate
mathematical topics which expand upon the course material.
The project will be due on Wednesday April 28th. Your
grade will be assigned as follows: homework 20%,
midterm exams 20% each, written project 20%, final exam 20%.

It is the Math Department policy, and mine as well, to grant any
withdrawal request until the University deadline of Friday March 5th.

#### ADA statement:

The American with Disabilities Act
requires that reasonable accommodations be provided for students with
physical, sensory, cognitive, systemic, learning, and psychiatric
disabilities. Please contact me at the beginning of the semester to
discuss any such accommodations for the course.