|A First Course in Mathematical Modeling, 4th Edition by Giordano, Fox, Horton, and Weir (ISBN: 978-0495011590)|
|D. R. DeFord||MWF 10:10 - 11:15
(x-hour) Th 12:15 - 1:05
|Instructor||Office||Office Hours||Other Resources|
|Professor D. R. DeFord||219 Kemeny Hall||M 9-10
Due to the pace of the course and the range of topics that we will cover this term, daily attendance will be essential for your success. Although it is not officially a part of the course grade, missing class could adversely affect your grade by impacting your understanding of the material. Our class meetings will frequently incorporate activities and discussions that extend the material beyon the presentation in the textbook. In particular, taking good notes of our classroom discussions will be especially important.
The models that we will discuss in this course fall into broad categories, described below. Approximately two weeks will be devoted to each family of models and each segment will be motivated with specific examples and data drawn from the social sciences. We will begin with the basics of mathematical modeling and relevant considerations for social processes. The specific classes of models include deterministic models, like difference and differential equations, probabilitistic models and Markov chains, network models, game theoretic models, and preference ranking systems.
Quizzes and Exams
There will be a quiz, consisting of short answer and mutliple choice questions, after we conclude each topic section, approximately once every two weeks. These quizzes will occur during class. The final exam is scehduled for 8 am on November 21 and the room will be scheduled by the registrar. There are no midterms for this course.
Mathematics is not a spectator sport and nothing can take the place of exercise and practice. That is, you cannot learn mathematics by only listening to the lecture. In this course, "doing math" will involve frequent discussion and interpretation in addition to developing and practicing techniques to mathematically analyze a given model. Accordingly, homework will not consist of large numbers of drill-style exercises. Instead, we will include a variety of in class exercises and take home problems that build on the ideas discussed in class.
|The course grade will be based upon the scores on the midterm exam, homework, and the final exam as follows:|
|"Daily" Homework||50 points|
|Writing Assignments||100 points|
|Final Exam||100 points|
The Honor Principle
|Homework and Essays:||Collaboration is permitted and encouraged,
but no copying , and to be clear, this means no copying even
from a board or scrap of paper on which a solution was hashed out
collaboratively. What a student turns in as a
homework solution is to be his or her own understanding of how to do
the problems. Students must state what sources they have consulted,
with whom they have collaborated, and from whom they have received
help. The solutions you submit must be written by you alone. Any
copying (electronic or otherwise) of another person's solutions, in
whole or in part, is a violation of the Academic Honor Code.
Moreover, if in working with someone they have provided you with an important idea or approach, they should be explicitly given credit in your writeup. Hints given in office hours need not be cited. Note: It is not sufficient to annotate your paper with a phrase like ``I worked with Joe on all the problems.'' Individual ideas are to be credited at each instance; they represent intellectual property.
|Quizzes and Exams:||Students may not receive
assistance of any kind from any source (living, published,
electronic, etc), except the professor, and may not give assistance
to anyone. Matters of clarification are to be left to the
If you have any questions as to whether some action would be acceptable under the Academic Honor Code, please speak to me, and I will be glad to help clarify things. It is always easier to ask beforehand.
Dartmouth Honor Principle
Citation of sources
Disabilities and Religious Observances
Students with disabilities who may need disability - related academic adjustments and services for this course are encouraged to see me privately as early in the term as possible. Students requiring disability - related academic adjustments and services must consult the Student Accessibility Services office (Carson Hall, Suite 125, 646 - 9900). Once SAS has authorized services, students must show the originally signed SAS Services and Consent Form and/or a letter on SAS letterhead to me. As a first step, if students have questions about whether they qualify to receive academic adjustments and services, they should contact the SAS office. All inquiries and discussions will remain confidential.
Some students may wish to take part in religious observances that occur during this academic term. If you have a religious observance that conflicts with your participation in the course, please meet with me before the end of the second week of the term to discuss appropriate accommodations.