Syllabus for MA 111Introduction to Contemporary MathematicsSpring 2010Course: MA 111-002, TR 9:30–10:45 am, CB 337Instructor: Carl LeeOffice: 967 Patterson Office TowerMailbox: 715 Patterson Office TowerPhone: 257-1405 (or 257-3336 to leave a message)Email: [email protected] (preferred method for reaching me)Office Hours: TR 11:00 am – 12:15 pm, and by appointment, since I realize that thistime may not be convenient for everyone. Office hours will be held in the Math ResourceCenter (Mathskeller), located in CB 63, which is close to the loading dock in the basementof White Hall Classroom Building. The Math Resource Center is open from 9:00 am to 5:00pm Monday through Friday. Faculty, graduate students, and undergraduate assistants for100 level Mathematics courses hold office hours in the Mathskeller. See www.mathskeller.orgfor further information.Text: Bernard L. Madison, Stuart B oersma, Caren L. Diefenderfer, and Shannon W. Ding-man, Case Studies for Quantitative Reasoning — A Casebook of Media Articles, secondedition, Pearson Cus tom Publishing, 2009, ISBN 10: 0-558-19880-5, ISBN 13: 978-0-558-19880-0. Note that other sections of MA 111 may be using a different text.Calculators: You will need a scientific calculator for this course.Course Web Page: www.ms .uky.edu/~lee/ma111sp10/ma111sp10.html.Course Description: An introduction to concepts and applications of mathematics typi-cally found in the media, w ith examples drawn from such areas as numbers and quantities,percent and percent change, measurement and indices, linear and exponential growth, graph-ical interpretation and production, and counting, probability, odds, and risk. This course is1not available for credit to persons who have received credit in any mathematics course of ahigher number, with the exceptions of MA 112, 123, 162, 201 and 202. This course does notserve as a prerequisite for any calculus course. Credit not available on the basis of specialexamination. Prerequisites: Two years of high school algebra and a Math ACTE score of 19or above, or MA 108R, or math placement test. This course satisfies the Math requirementof the University Studies Program—see www.uky.edu/Registrar/bulletinCurrent/usp.pdf.Course Goals and Objectives: This course introduces and develops concepts and skillsassociated with quantitative reasoning and literacy that are encountered in everyday life.The course focuses on the process of examining problems drawn from real-life contexts, andmodeling and solving them us ing mathematical tools such as algebra and geometry.Student Learning Outcomes: It is expected that by the end of the semester, the studentswill• demonstrate proficiency with number sense and with functional relationships betweentwo or more sets of variable values and also relate different representations of suchrelations.• apply fundamental elements of mathematical, logical, or statistical knowledge to modeland solve problems drawn from real life.This course will consist of four to six modules. The modules will provide a variety of settingsin which students will be asked to model and solve problems using mathematical functions,representations, algebra, geometry, and reasoning.It is anticipated that the modules will be drawn from the following list:• Using Numbers and Quantities. What are some ways in which we can make senseof very large or very small numbers? What is the importance of units? What areexamples in the media in which very large or very small numbers are presented anddiscussed?• Percent and Percent Change. What are the differences among the change of a quantity,the percent change of a quantity, the change in the percent of a quantity, and thepercent change in the percent of a quantity? What are some ways in which theseconcepts are used or misused in the media?2• Measurement and Indices. What is the difference between a measurement and anindex? How do we compare measurements made in different units? How do mean,median, and mode play a role in summaries of data? How are some well-known indicesand averages computed (e.g., Consumer Price Index, Cost of Living Index, S&P 500Composite Average, Dow Jones Industrial Average)?• Linear and Exponential Growth. How are various interest rates computed: simple,compound, and continuously compounded? How can they be compared? How canthese methods be used to model the relationship between the present and the futurevalues of quantities of money? Which of the functions used in these models are lin-ear, and which are exponential? How can these models help evaluate the differencesbetween credit c ard offers? How can these models be extended to solve the problemsof determining the final payoff for deferred annuities, and the payment schedule for in-stallment loans and mortgages? What are the implications for credit cards accounts?• Descriptive Statistics. What are various ways in which data can be represented graphi-cally? What are some important me asures of location and spread, ways to depict themgraphically? What are some ways in which graphical representations of data can bemisleading?• Counting, Probability, Odds, and Risk. How can we use mathematical models andrepresentations to indirectly count the sizes of certain collections or arrangements ofobjects? What are some models of probability and how can the probabilities of certainevents be computed? What is the difference between probability and odds? What isrisk in this context, and how does it influence decision-making?Attendance: Attendance is required. This class is designed for active involvement of thestudents. You will be actively supporting each other as you gain experience and understand-ing. Multiple ideas and points of view are important. You will benefit from hearing others’approaches to analysis and problem solving, and they will benefit from you. So attendanceand active participation are expected and contribute toward your grade. If you miss a classfor any reason, please explain your absence in writing as soon as possible using the AbsenceReport Form that I have posted on the course website (at least two weeks in advance forscheduled excused absences). Your absence will be excused if it is due to serious reason (suchas illness, death in the family, or travel organized by UK—see the official list of excused ab-sences in the “Student Right and Responsibilities,” Section 5.2.4.2,www.uky.edu/StudentAffairs/Code/part2.html). Students absent due to an excused absencebear the res ponsibility of