Also see the schedule of all QR courses for the next two years.

These descriptions are unofficial. For official descriptions, see the 99-00 course catalog.

College Algebra

College Algebra is an introductory course designed to help students see how quantitative reasoning can be used in various areas of study. The focus will be on applications of math in real life situations and algebra will be used as a tool to answer questions to practical problems rather than as a set of mechanical rules to be practiced. There will be a review of basic algebraic skills such as exponents, radicals, and solving equations, but the emphasis will be on using math in interpretive ways. This course may be used for preparations for other math classes such as Understanding Functions, but is not a prerequesite. Evaluation will be based on weekly homework sets, exams, and group work. Introductory. QR. This class is for students who have had algebra and probably algebra two in high school. It is not a remedial math course, but is intended to bring students to a reasonable level of comfort and competency in concepts of algebra, either for use in other classes or for its own sake. This class may serve as a refresher for a subsequent precalculus course, but will not, on its own, prepare students for calculus.

It is assumed that you have taken high school math, but many of you may not be satisfied with your level of mastery. It has also probably been a long time since you took (or used) math and you may suffer from the "use it or lose it" phenomenon.

This will most certainly not be a typical algebra course the likes of which you probably encountered in high school. There will be a strong emphasis on interpreting tables of data and presenting data in various graphical formats. The material covered with be quite applied, not abstract and seemingly useless. This class is especially recommended for students with a shaky math background who are interested in taking science or economics courses, and/or who are in the educational studies program.

Chaotic Dynamical Systems

This course is a survey of a variety of modern topics in nonlinear dynamics: chaotic finite difference equations, fractals, multifractals, differential equations, boolean networks, and cellular automata. The survey will be conducted at a fairly advanced mathematical level, but the material will be covered with an applied emphasis. Numerical results and applications will be stressed rather than proofs. The text for this course will be Understanding Nonlinear Dynamics, by Daniel Kaplan and Leon Glass. I will likely supplement the text with readings from journal articles and other books.

Evaluation will be based on class participation, weekly problem sets and a final project. Some computer work will be required, but no computer experience is necessary. The final project will provide students an opportunity to examine a particular topic or application in considerable depth. Projects can consist of, but are not limited to: a more rigorous investigation of topics covered in class (i.e., a series of formal proofs); a case study of a particular application; extensive numerical investigation of a model system; a critical investigation of ``chaos theory's'' impact on literature, art, philosophy, or the social sciences; the development of lesson plans or a curricular material for either a high school math course or the introductory course on chaos and fractal taught at COA.

Prerequisites: Calculus II (or the equivalent). Advanced. QR.

Introduction to Statistics I

This course introduces the basics of statistical analysis that can be used in either a scientific or a social science frame or reference. While this course teaches you to perform both nonparametric and simple parametric analysis both by hand and computer, an emphasis will be placed on understanding the principles and assumptions of each test, rather than mathematical ability per se. We will also learn how to report statistical results in journal format, and there will be plenty of lab time to sharpen skills. Evaluation is based on lab participation, three quizzes, and a team project. Introductory/Intermediate. Prerequisite: A college mathematics course, or permission of the instructor. QR.

Introduction to Physics I

This course is the first of a two course sequence covering a range of standard introductory physics topics. The goals of the course are: to introduce students to important physical ideas both conceptually and mathematically; and to help students improve their quantitative skills.

The first part of the course consists of a broad look at the three conservation laws: the conservation of momentum, energy, and angular momentum. Along the way, we'll learn about vectors, work, potential energy, thermal energy, and the energy stored in chemical bonds. We'll conclude with a treatment of Newton's laws of motion. If time permits, we may briefly cover some topics from chaotic dynamics. The text for the course will be Six Ideas that Shaped Physics, by Tom Moore. We will cover all of unit C and about a third of unit N.

Evaluations will be based on participation in class and lab, weekly homework, and two untimed, open-notes exams. This course makes extensive use of algebra and trigonometry. Potentially difficult math topics will be reviewed as necessary. Prerequisites: Understanding Functions, or a strong high school algebra background, or consent of the instructor. Introductory. *QR* *ES* Lab Fee: $15. Class size limited to 20.

Introduction to Physics II

This course is the second of a two course sequence covering a range of standard introductory physics topics. We will cover electricity and magnetism, simple circuits, and Einstein's special theory of relativity. As our text we will use units E and R of Six Ideas that Shaped Physics, by Tom Moore.

Evaluations will be based on class participation, weekly homework, an untimed, open-notes midterm, and a final project. This course makes extensive use of algebra, vectors, and trigonometry. Potentially difficult math topics will be reviewed as necessary, but the math in this course may be difficult for those who haven't seen vectors before. Prerequisites: Physics I, or the equivalent, or consent of the instructor. Intermediate. *QR* *ES* Class size limited to 20.

Introduction to Chaos and Fractals

This course presents an elementary introduction to chaos and fractals. Through the study of discrete dynamical systems, students will encounter examples of deterministic chaos and fractals---specifically the Mandelbrot set and Julia sets. You've probably seen the Mandelbrot set and various Julia sets before; they're the pretty, multicolored fractals that are on many book covers and posters and calendars.

This class is for students who have had algebra and probably algebra II in high school. It is not a remedial math course, but is intended to give students significant practice in high school algebra while providing an exposure to some recent advances in dynamical systems and fractals. Along the way, we will likely encounter complex ("imaginary") numbers and some ideas from elementary probability and statistics. This course is not a systematic review of algebra. Students needing such a review are strongly encouraged to take College Algebra or Understanding Functions.

The text for this course will probably be Chaos, Fractals and Dynamics: Computer Experiments in Mathematics, by Bob Devaney. We may also use portions of Fractals and Chaos Simplified for the Life Sciences, by Larry Lebovitch, and Chaos, by James Gleick.

Evaluation will be based on class participation, weekly problem sets and possibly one or more take home exams. Some computer work will be required, but no computer experience is necessary.

Prerequisites: High school algebra. Introductory. QR.

Introduction to Chemistry II

This course is the continuation of Chemistry I. It moves from using atomic structure to explain chemical reactivity to using thermodynamic concepts to understand the extent of different reactions. This course uses extensive algebra. Intermediate. Prerequisite: Chemistry I or the equivalent.

Important Notes

• Intro to Chemistry I does not satisfy the quantitative reasoning requirement.
• Math for Human Ecologists will not be offered this year.
• Physics I and II will not be offered next year.
• Calculus I and II will be offered next year.
• Biomechanics will be offered next year.

Questions about the contents of these pages or about math at the College of the Atlantic should be sent to Dave Feldman at dave@hornacek.coa.edu.