Syllabus

About this course: The goal of this course is to develop the student's mathematical thinking and his ability to manipulate various concepts via the study of concrete, modern applications.
We will encounter the mathematics involved in finding the shortest paths on a map, problems revolving around population growth and probability. Final exam is a take home exam and several quizzes will take place
The following topics will be covered:

• Network, graphs
• Population growth
• Probability
• Fibonacci numbers and the golden ratio

Homework

Every week, the student will be assigned 3 exercices for homework, taken from the book.
NO LATE HOMEWORK WILL BE ACCEPTED AND SCANNED AND SENT TO Frederik THE DAY OF THE RECITATION. The schedule of the homework will be available on blackboard and on the course website

Exams

• Midterm 1: done in class
• Quizz 1: (on graphs) date to be determined
• Quizz 2 (on sequences) date to be determined
• Take Home final (cumulative)

Material

Excursions in Modern Mathematics by Peter Tannenbaum, 8th edition.
The textbook is available at the campus bookstore. It is recommended that the students try to read the text before lecture and after the lecture, in order to greatly increase their comprehension (during the lectures, I will cover other examples, mostly taken from the exercice section, than the one treated in the book).

Grading scheme

• Homework: 25%
• First Midterm: 20%
• Quizz 1: 20%
• Quizz 2: 20%
• Final take home exam (cumulative): Tuesday May 19, 2:15pm-5:00pm: 15%

Expectations/Tips for this course

Students are expected to study not only the exercices treated during the recitation, the homeworks and during class but also review carefully the content of the course. Students are expected to know the definitions and be able to treat the examples illustrating each notion done in class. Each midterm and will consist of an element of the course treated during the class and some variations of some problems treated during recitation/homework.
Because my former teacher did that while I was undergraduate, here is a non-exhaustive elements that can help.

• Office hours are here, nearly one on one, so you can focus on your personal difficulties with the content of the course. GO TO OFFICE HOURS BEFORE YOU NEED TO GET A PERFECT SCORE TO PASS!!!
• During office hours, we can discuss various points: how fast do you treat a problem, which strategy to adopt during an exam etc..., what scares you in math...
• Review the content of the course before starting to do exam, ask yourself what notions are new, try to explain them in simple terms, invent new diy examples.
• Ask yourself what is crucial in the course, what is useful, in a particular problem.
• What do you need to know by heart? What don't I need to learn by heart?
• What can I recover on the flow/easily?
• Redo all examples at home, on a piece of paper, then try to formulate it/visualize the problem without writing. And for exams/tests, how fast should I treat each example?
• Write down questions you do not understand and ask them during office hours.
• Try to explain/simplify or find even shorter ways to solve problems.
• Criticize the content of the course, yourself, how would you do explain things differently.
• What are the possible subtleties of the course, what kind of trap do I need to avoid in an exam? What are the difficult problems? Why so, why do you find it difficult?

Instructor

Recitations

Prerequisites

C or better in MAP 103 or level 2+ or higher on the mathematics placement examination (Prerequisite must be met within one year of beginning this course.)

Disability Support Services (DSS) Statement

If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, ECC (Educational Communications Center) Building, room 128, (631) 632-6748. They will determine with you what accommodations, if any, are necessary and appropriate. All information and documentation is confidential. Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information go to the following website: http://www.stonybrook.edu/ehs/fire/disabilities.

Academic Integrity Statement

Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person’s work as your own is always wrong. Faculty are required to report any suspected instances of academic dishonesty to the Academic Judiciary. Faculty in the Health Sciences Center (School of Health Technology & Management, Nursing, Social Welfare, Dental Medicine) and School of Medicine are required to follow their school-specific procedures. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/commcms/academicint egrity/index.html.

Critical Incident Management Statement

Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students’ ability to learn. Faculty in the HSC Schools and the School of Medicine are required to follow their school-specific procedures.

Conduct

Stony Brook University expects students to maintain standards of personal integrity that are in harmony with the educational goals of the institution; to observe national, state, and local laws and University regulations; and to respect the rights, privileges, and property of other people.