Overview: Trigonometric functions and inverse trigonometric functions: definitions, graphs, identities, applications; real and complex zeros of polynomials; polar coordinates; DeMoivre's Theorem; conic sections; solutions of linear systems by substitution and elimination; systems of nonlinear equations and systems of inequalities; arithmetic sequences and geometric series. In this course we build analytic and programming techniques to efficiently tackle many problems. We will start with creating common plots (e.g., barcharts, histograms, density plots, boxplots, time series and lattice plots), but also discuss visualizing results of statistical models, such as linear or logistic regression models. Class time include synchronous meetings clarifying concepts and working in small groups through challenging problems with the support of the professor and peers. In addition to weekly tutorial meetings that focus on some of the key questions in math education, we will also meet weekly as a group to discuss the mechanics of teaching. Possible topics include fisheries management, disease ecology, control of invasive species, and predicting critical transitions in ecological systems. Are you the leader of an institution, system, or state? This course will serve as an introduction to mathematical research with the aim of producing original research in modern trace theory. [ more ], The study of numbers dates back thousands of years, and is fundamental in mathematics. We'll use R to apply these techniques to real-world datasets. This course is excellent preparation for graduate studies in mathematics, statistics, and economics. [ more ], How do we estimate unknown parameters and express the uncertainty we have in our estimate? The Art of Mathematical Thinking: An Introduction to the Beauty and Power of Mathematical Ideas. Offered as Math 119 or Math 312 (those taking as Math 312 will have some of the readings replaced with more technical modeling papers and subsequent homework). use tab and shift-tab to navigate once expanded, Experiential Learning & Community Engagement. Why do we depict the real numbers as a line? course, we'll look at exploring, analyzing, and modeling this kind of information--introducing standard methods for purely time-series and purely spatial data, and moving on to methods that incorporate space and time together. parameter epsilon, what happens to the solutions to the equation as we let epsilon go to 0? Whether opinion polls, unemployment rates, salary differences between men and women, the efficacy of vaccines or consumer webdata, we need to be able to separate the signal from the noise. In this tutorial we will learn about polygons and their higher-dimensional cousins, polyhedra and polytopes, and the various ways to describe, compute, and classify such objects. Students in this project-based tutorial will select among the presented topics, and will begin original research on an open problem in the field. In this course, we will study the basic methods by which statisticians attempt to extract information from data. pandemic and the worldwide responses. We draw from a body of knowledge spanning classic work from the time of Isaac Newton right up to today's cutting edge applied mathematics research. Additionally, we often need the solutions quickly. Discrete/continuous dynamical systems. For those wishing to take this as a Stats course, the final project must have a substantial stats component approved by the instructor. We will emphasize applications to a variety of real data. Students with the equivalent of BC 3 or higher should enroll in MATH 151, as well as students who have taken the equivalent of an integral calculus and who have already been exposed to infinite series. Pre-requisites are multivariable calculus and linear algebra, or permission of the instructor.
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