Text only

MAT 140

I.  TITLE:  College Algebra

II.  CATALOG DESCRIPTION:  Modern college algebra.  Restriction:  A student may not  receive credit for both MAT 140 and MAT 150.  (MAT 140 in combination with  MAT 145 will substitute for MAT 150).

III.  PURPOSE:
Mat 140 provides students the opportunity to deal with both concepts and skills in algebra which have application in many fields of study and vocations.  Students are  required to express their understanding of concepts in written and/or oral form.   Logical reasoning is stressed with both inductive and deductive methods of  reasoning being employed.  Students are allowed to use scientific calculators and,  in the near future, graphing calculators will be required.  It is important for students  to know those situations in which technology should be utilized and when to use  either mental calculations or those involving paper and pencil.  In homework  situations and in some in-class study sessions, students are permitted to work in  groups; however, in testing situations honesty is expected and required.
The objectives of this course satisfy the majority of the characteristics  of the MSU graduate as listed in the "1995 – 1997 Undergraduate Bulletin."

IV.  COURSE OBJECTIVES:
A.  Fundamental concepts and ways of knowing
Logical reasoning is required in many areas.  The study of mathematics helps students in learning to reason in a logical manner from one step of thought to another.  Students learn that mathematics employs words from the  English language, but these words sometime have definitions that involve a  different application from their use in ordinary English.  For example, we say that parallel streets do not intersect, but two nonintersecting sets have an empty intersection.  Thus, words are used in the way in which they are defined. While most of the reasoning in algebra is deductive, inductive procedures are also used.  Counter examples are presented to prove generalizations false. Students are also shown that particular examples of a principle do not constitute a proof of a generalization.

B.  Application of content
The concept of a function is a unifying concept in mathematics, but it also appears in other contexts.  College algebra teaches methods of solution for linear and quadratic equations and inequalities.  The concept of absolute value is important with regard to the measurement of distances.  The fact that the larger the absolute value of a negative number is, the smaller the number, is presented in the course. Students learn the meaning of the "log" and "ln" keys on their calculators and how to work with both common and natural logarithms.  Exponential functions have application to population growth and to laws of growth and decay.  Those who take the course should be able to comprehend graphs of the sort presented in U.S.A.Today  as well as in various texts.  Permutations and combinations have important applications in determining the number of ways in which certain activities may be done.
Examples include:  the number of license plates which can be made according to specified criteria, the number of signals which can be sent by using flags of various colors, and the number of different committees which can be formed from a group of a particular size.  Scientific notation is used in different contexts to express extremely large and very small numbers.

C.  International perspectives
Much of the symbolism of mathematics is the same in different countries, regardless of language.  Furthermore, mathematics is usually written in the present tense.  Often international students, who are not yet familiar with the English language, find it easier to study mathematics than many other fields in the university.

V.  CONTENT OUTLINE:
A.  Fundamentals
  1.  Real numbers
  2.  Ordering and absolute values
  3.  Integral exponents and scientific notation
  4.  Polynomials
  5.  Factoring polynomials
  6.  Rational expressions
  7.  Radicals and rational exponents
  8.  Operations with radicals
  9.  Complex numbers
B.  Equations and inequalities in one variable
  1.  Solutions of equations
  2.  Applications
  3.  Linear and absolute value inequalities
  4.  Quadratic equations
  5.  The quadratic formula
  6.  More on quadratic equations
  7.  Nonlinear inequalities in one real variable
C.  Functions
  1.  Graphing in two-dimensional coordinates
  2.  Functions
  3.  The algebra of functions
  4.  Linear functions
  5.  Quadratic functions
D.  Graphing techniques
  1.  The parabola and the circle
  2.  Symmetry and translations
  3.  Inverse functions
E.  Exponential and logarithmic functions
  1.  Exponential functions
  2.  The natural exponential function
  3.  Logarithmic functions
  4.  Logarithmic and exponential equations
F.  Systems of equations and inequalities
  1.  Systems of linear equations in two variables
  2.  Systems of linear equations in three variables
  3.  Systems involving nonlinear equations
G.  Further topics
  1.  Sequences and series
  2.  Arithmetic sequences
  3.  Geometric sequences
  4.  The binomial theorem
  5.  Permutations
  6.  Combinations

VI.  INSTRUCTIONAL ACTIVITIES:
A.  Active learning methodologies
Methods of instruction in the teaching of MAT 140 may vary slightly from one instructor to another.  The course is not taught by use of a straight lecture format.  All instructors use a question and answer approach in which some  questions are proposed by the instructor and the students are permitted to raise  questions.  Some instructors send students to the board to present their work and  often involve them in explaining what they did.  At times some classes use  supervised study sessions.  In these, students are generally permitted to work in  groups.  Beyond the classroom, students sometimes study in groups for homework  and for tests.

B.  Reading, writing, speaking and critical thinking requirements
Reading mathematics materials requires the attainment of a particular set of skills.
Often some gaps are left for the students to fill, so the reading should be done at a slower pace than in many other areas and with pencil and paper handy.  Modern texts in mathematics contain a good deal of explanation and several examples of the
principles being explained.  Students in MAT 140 are urged to read and to study these.  In homework assignments and on quizzes and tests, students are not merely to produce answers, but also to show the method by which these answers were
attained.  Grading of tests involves the process of solution as well as the result.
In classroom discussions students are encouraged to use proper verbalizations of mathematical principles, and some instructors have students explain problems at the  board.  Critical thinking is extremely important in college algebra, as it is in all of
mathematics.  Mathematics requires precision of thought and accuracy of statement, so students gain a great deal of experience with critical thinking.

C.  Use of computer technology
Computers are not used in the teaching of MAT 140, but students are allowed to  use scientific calculators.  In the near future the Department of Mathematics and  Statistics will require the use of graphing calculators in this course.

VII.  FIELD AND CLINICAL EXPERIENCES:  None

VIII.  RESOURCES:
The text is a primary resource for college algebra.  Students have access to their instructors during regular office hours.  In addition, may instructors hold special help sessions to provide additional opportunities to deal with the problems of several students at one time.  Tutoring is available in the Lowry Center and Student  Support Services provides additional help for certain  students.  Additional materials  may be found at the University Library.  A series of video tapes to assist with some  of the basics of this course are available at the Science Resource Center.

IX.  GRADING PROCEDURES
The course grade will be based upon the scores for homework/quizzes/group work, hourly examinations, and a final examination.  A minimum of four hourly exams will be given.  The average of all quiz grades will count as the equivalent of an hourly exam.  The percentage weight of the final examination will depend on the number of hourly exams given.  Some instructors  utilize projects and/or group work  to promote the learning process.  Group work may be evaluated on the basis of individual written reports on the assignment.  Various instructors assign different weights to factors  used in determining grades.  Ranges are usually:
  hour examinations    50% – 70%
  comprehensive final examination    20% – 33%
  Homework/Quizzes/Group Work  10% – 17%
 Grading will basically follow the usual 90-l00, A  ; 80-89, B; etc. scale.

X.  ATTENDANCE POLICY
Regular class attendance is expected, especially for first year students.  Attendance  is monitored by some method determined by individual instructors.

XI.  ACADEMIC HONESTY POLICY:
Any instance of academic dishonesty, as determined by the instructor (in compliance with the Board of Regents policy on academic integrity – February, 1975) will result in zero points for the assignment and possibly a grade of E for the course.

XII.  TEXT AND REFERENCES:
Current

XIII.  PREREQUISITES:
ACT math standard score of at least 20 or MAT 105.

Last updated February 14, 2000. Designed and maintained by Kyosung Koo