Recent Changes for "Mathematics" - Davis Wikihttp://daviswiki.org/MathematicsRecent Changes of the page "Mathematics" on Davis Wiki.en-us Mathematicshttp://daviswiki.org/Mathematics2013-06-17 16:16:23SamSampson <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 66: </td> <td> Line 66: </td> </tr> <tr> <td> <span>-</span> '''25 - Advanced Calculus'''. A course that gives the fundamentals necessary for Real Analysis. Topics cover: sets, induction, infimum, supremum, sequences, series, proof writing, and some more properties of real numbers. This is a proof oriented class, that leads into upper division math. </td> <td> <span>+</span> '''25 - Advanced Calculus'''. A course that gives the fundamentals necessary for Real Analysis. Topics cover: sets, induction, infimum, supremum, sequences, series, proof writing, and some more properties of real numbers. This is a proof oriented class, that leads into upper division math.<span>&nbsp;(replaced course 127A as of F2006)</span> </td> </tr> <tr> <td> Line 174: </td> <td> Line 174: </td> </tr> <tr> <td> <span>-</span> '''168 - <span>Mathematical Programming</span>'''. The first half of the course covers the simplex method and its applications. After that, interior-point methods are offered as an alternative or improvement for solving linear problems, and the last few weeks are spent on network flow problems, solved using network simplex methods. There are two programs assigned during the course, made easier by the fact that much of the necessary code is supplied by the textbook's author. </td> <td> <span>+</span> '''168 - <span>Optimization</span>'''. The first half of the course covers the simplex method and its applications. After that, interior-point methods are offered as an alternative or improvement for solving linear problems, and the last few weeks are spent on network flow problems, solved using network simplex methods. There are two programs assigned during the course, made easier by the fact that much of the necessary code is supplied by the textbook's author. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2013-06-12 14:21:28SachinSalgaonkaradded econ 122 <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 226: </td> <td> Line 226: </td> </tr> <tr> <td> </td> <td> <span>+ '''Economics 122 - Game Theory''. This course focuses on the basics of game theory. Around a third of the class is devoted to nash equilibrium, another third about subgame perfect nash equilibrium and the final third is about incomplete information games. Economics 100 is listed as a prerequisite, although anyone with a background in mathematics (21 series) can do well in the course. If you have taken MAT 168, this course is an application of the material learned in 168, but extremely lay-man.</span> </td> </tr> <tr> <td> Line 228: </td> <td> Line 229: </td> </tr> <tr> <td> <span>-</span> * ["CLIMB"] - paid research ($15/hr) in the field of mathematical biology </td> <td> <span>+</span> * ["CLIMB"] - paid research ($15/hr) in the field of mathematical biology<span>, although this program has been cancelled due to lack of funding.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2013-06-12 14:14:27SachinSalgaonkaradding de loera <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 26: </td> <td> Line 26: </td> </tr> <tr> <td> <span>- '''Abigail Thompson''' -- ["Math 127B"], [http://www.math.ucdavis.edu/~thompson]</span> </td> <td> <span>+ '''Jesus De Loera''' -- ["Math 145"], ["Math 165"], ["Math 168"] [http://www.math.ucdavis.edu/~deloera]<br> + <br> + * One of the best professors I have ever had. Very enthusiastic and passionate about mathematics and especially so in his research areas. At first, I thought he was really intimidating, but as time has passed, he's actually one of the most personable faculty in the mathematics department. ["Users/SachinSalgaonkar"]<br> + <br> + '''Abigail Thompson''' -- ["Math 127B"], ["Math 141"], ["Math 145"] [http://www.math.ucdavis.edu/~thompson]</span> </td> </tr> <tr> <td> Line 30: </td> <td> Line 34: </td> </tr> <tr> <td> <span>-</span> '''Craig Tracy''' -- ["Math 22B"], ["Math 131"], [http://www.math.ucdavis.edu/~tracy] </td> <td> <span>+</span> '''Craig Tracy''' -- ["Math 22B"], ["Math 131"], [<span>"Math 205"] [</span>http://www.math.ucdavis.edu/~tracy] </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2012-12-13 16:30:05MarianneWaageAdded official Facebook page, comment on 22A <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 20: </td> <td> Line 20: </td> </tr> <tr> <td> <span>-</span> * Mathematics <span>d</span>epartment website -- [http://math.ucdavis.edu] </td> <td> <span>+</span> * Mathematics <span>D</span>epartment website -- [http://math.ucdavis.edu] </td> </tr> <tr> <td> Line 22: </td> <td> Line 22: </td> </tr> <tr> <td> </td> <td> <span>+ * Official Mathematics Department Facebook page -- [https://www.facebook.com/DepartmentOfMathematicsUcDavis]</span> </td> </tr> <tr> <td> Line 44: </td> <td> Line 45: </td> </tr> <tr> <td> </td> <td> <span>+ * "It's my understanding that the FRC is trying to restructure some of the mid-level classes to better prepare advancing students in this regard." --["Users/MarianneWaage"]</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2012-05-03 14:59:28SachinSalgaonkarediting my quote <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 107: </td> <td> Line 107: </td> </tr> <tr> <td> <span>-</span> * <span>"</span>When I took the course last quarter (W2012), the course ended at sums of expectations. Moment-generating functions, bounds such as the Markov and Chebyshev Inequalities, were all reserved for 135B<span>" -</span>["Users/SachinSalgaonkar"] </td> <td> <span>+</span> * When I took the course last quarter (W2012), the course ended at sums of expectations. Moment-generating functions, bounds such as the Markov and Chebyshev Inequalities, were all reserved for 135B<span>. </span>["Users/SachinSalgaonkar"] </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2012-04-18 13:13:11WilliamLewis(quick edit) <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 58: </td> <td> Line 58: </td> </tr> <tr> <td> <span>-</span> '''23 - Introduction to Numerology'''. Covers the early history of numerology, the basics of theoretical numerology, and a few important applications. Sometimes ["Users/BarnabasTruman"] is the [http://www.math.ucdavis.edu/~phoenix/index23.html TA] for this class. Offered whenever the year in the [wiki:wikipedia:"Discordian calendar" Erisian reckoning of time] doesn't relate to the [wiki:wikipedia:"Discordianism#The_Law_of_Fives" number five] in any way whatsoever. </td> <td> <span>+</span> '''23 - Introduction to Numerology'''. Covers the early history of numerology, the basics of theoretical numerology, and a few important applications. Sometimes ["Users/BarnabasTruman"] is the [http://w<span>eb.archive.org/web/20080103181154/http://w</span>ww.math.ucdavis.edu/~phoenix/index23.html TA] for this class. Offered whenever the year in the [wiki:wikipedia:"Discordian calendar" Erisian reckoning of time] doesn't relate to the [wiki:wikipedia:"Discordianism#The_Law_of_Fives" number five] in any way whatsoever. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2012-04-18 13:10:51WilliamLewismisleading. <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 46: </td> <td> Line 46: </td> </tr> <tr> <td> <span>- * Concurrent enrollment in Engineering 6 does not excuse you from the MATLAB requirement; you will need to take 22AL too. Why they do that is a mystery. --["Users/HarrisonM"]</span> </td> <td> <span>+ * Concurrent enrollment in Engineering 6 does not excuse you from the MATLAB requirement; you will need to take 22AL too. Why they do that is a mystery. --["Users/HarrisonM"]<br> + * But if you already have taken ENG 6, you are excused from 22AL. Or if you already have knowledge of MATLAB. Here is the [http://registrar.ucdavis.edu/UCDWebCatalog/programs/MAT/MATcourses.html course description] from the catalog:<br> + {{{22A. Linear Algebra (3)<br> + Lecture—3 hours. Prerequisite: nine units of college mathematics and Engineering 6 or knowledge of Matlab<br> + or course 22AL (to be taken concurrently). Matrices and linear transformations, determinants, eigenvalues,<br> + eigenvectors, diagonalization, factorization.<br> + Not open for credit to students who have completed course 67.—I, II, III. (I, II, III.)}}}</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2012-04-18 12:50:57SachinSalgaonkarCommenting on MAT 135A's material <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 100: </td> <td> Line 100: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + * "When I took the course last quarter (W2012), the course ended at sums of expectations. Moment-generating functions, bounds such as the Markov and Chebyshev Inequalities, were all reserved for 135B" -["Users/SachinSalgaonkar"]</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2011-08-31 02:56:56HarrisonMFormat fix. <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 45: </td> <td> Line 45: </td> </tr> <tr> <td> <span>-</span> * "This class requires concurrent enrollment in 22AL, or alternatively Engineering 6.<span>"</span> --["Users/DavidPoole"]<br> <span>-</span> * <span>"</span>Concurrent enrollment in Engineering 6 does not excuse you from the MATLAB requirement; you will need to take 22AL too. Why they do that is a mystery.<span>"</span> --["Users/HarrisonM"] </td> <td> <span>+ </span> * "This class requires concurrent enrollment in 22AL, or alternatively Engineering 6. --["Users/DavidPoole"]<br> <span>+</span> * Concurrent enrollment in Engineering 6 does not excuse you from the MATLAB requirement; you will need to take 22AL too. Why they do that is a mystery. --["Users/HarrisonM"] </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2011-08-31 02:53:25HarrisonMClarified MATLAB requirement, have department email as proof + bullet for OP. <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 45: </td> <td> Line 45: </td> </tr> <tr> <td> <span>-</span> * "This class requires concurrent enrollment in 22AL, or alternatively Engineering 6. --["Users/DavidPoole"] </td> <td> <span>+</span> * "This class requires concurrent enrollment in 22AL, or alternatively Engineering 6.<span>"</span> --["Users/DavidPoole"]<span><br> + * "Concurrent enrollment in Engineering 6 does not excuse you from the MATLAB requirement; you will need to take 22AL too. Why they do that is a mystery." --["Users/HarrisonM"]<br> + </span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2011-06-18 09:12:00CovertProfessorlooks messy <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 2: </td> <td> Line 2: </td> </tr> <tr> <td> <span>- <br> - +<br> - -<br> - <br> - *<br> - <br> - /</span> </td> <td> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2011-06-18 02:44:04BruceHansen&gt;heading 1, spacing idea to lower intro <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 3: </td> <td> Line 3: </td> </tr> <tr> <td> </td> <td> <span>+ +<br> + -<br> + <br> + *<br> + <br> + /<br> + </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 14: </td> </tr> <tr> <td> <span>-</span> <span>=</span>= Degrees Offered =<span>=</span> </td> <td> <span>+</span> = Degrees Offered = </td> </tr> <tr> <td> Line 19: </td> <td> Line 26: </td> </tr> <tr> <td> <span>-</span> <span>=</span>= Official Websites =<span>=</span> </td> <td> <span>+</span> = Official Websites = </td> </tr> <tr> <td> Line 23: </td> <td> Line 30: </td> </tr> <tr> <td> <span>-</span> <span>=</span>= Professors =<span>=</span> </td> <td> <span>+</span> = Professors = </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2011-06-17 20:35:31EricBrattain <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 172: </td> <td> Line 172: </td> </tr> <tr> <td> <span>- '''201ABC - Analysis'''. Roughly a continuation of 127 series. Taught by different professors from year to year, and sometimes from quarter to quarter. In 2004-2005, the courses covered most of chapters 1-11 in the textbook, [http://www.math.ucdavis.edu/~hunter/book/pdfbook.html Applied Analysis], written by Professors Hunter and Nachtergaele and available for free on the web.<br> - <br> - '''204 - Asymptotic Analysis'''. In Fall 2005, this course was taught by Yuri Suhov, a visiting professor from Cambridge. The text is usually J. David Logan's "Applied Mathematics," an excellent text whose title reflects the broad range of the course material. It is a fascinating (and possibly essential) course for anyone interested in differential equations and mathematical modeling.<br> - <br> - '''205 - Complex Analysis'''. A continuation of the 185 series. Generally considered to be pretty difficult.</span> </td> <td> <span>+ '''201ABC - Analysis'''. Standard first-year graduate analysis. Taught by different professors from year to year, and sometimes from quarter to quarter. The courses normally cover most of chapters 1-11 in the textbook, [http://www.math.ucdavis.edu/~hunter/book/pdfbook.html Applied Analysis], written by Professors Hunter and Nachtergaele and available for free on the web, as well as lecture notes on Differential Analysis. Lieb and Loss is normally assigned but little used in practice.<br> + <br> + '''204 - Asymptotic Analysis'''. Is no longer offered. The material has been incorporated into the 207 series, description forthcoming.<br> + <br> + '''205 - Complex Analysis'''. Splitting into two courses this year, 205A and 205B. Standard graduate complex analysis material with Stein and Shakarchi as the usual text.<br> + <br> + '''206 - Measure Theory'''. A nice, careful investigation of the measure theory left out of the 201 series.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2011-06-17 20:29:17EricBrattain <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>- There are three</span> main graduate programs: Pure Mathematics (M.A. and Ph.D.), Applied Mathematics (M.S. and Ph.D.), <span>and Teaching Mathematics (M.A.T.). However, the math department is fading</span> the M.A.T. program out. All students must take the MAT 201 series in their first year. Those in the pure track must also take MAT 250AB. Those in the applied track <span>must</span> take MAT 119A, an undergraduate class<span>.</span> </td> <td> <span>+ There are two</span> main graduate programs: Pure Mathematics (M.A. and Ph.D.), Applied Mathematics (M.S. and Ph.D.)<span>. There used to be a Teaching Mathematics (M.A.T.)</span>, <span>but the math department phased</span> the M.A.T. program out. All students must take the MAT 201 series in their first year. Those in the pure track must also take MAT 250AB. Those in the applied track <span>used to</span> take MAT 119A, an undergraduate class<span>, but now get to take the new MAT 207 series in applied methods.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2011-06-17 20:25:57EricBrattain <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 3: </td> <td> Line 3: </td> </tr> <tr> <td> <span>-</span> The UCD '''Mathematics''' Department is located in the newly-completed ["Mathematical Sciences Building"]. The department is headed by Chairperson [http://www.math.ucdavis.edu/~<span>bxn/ Bruno Nachtergaele</span>]. The Chair of the [http://www.math.ucdavis.edu/grad/ggam Graduate Group in Applied Mathematics (GGAM)] is [http://www.math.ucdavis.edu/~saito/ Naoki Saito]. The official office for departmental matters is ["Mathematical Sciences Building" MSB] 1130.<br> <span>-</span> <br> <span>-</span> The department has been, and continues to be, home to many brilliant researchers. For a number of years [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], was a member of the faculty. Mikhail Khovanov was in the department when he developed the famous [wiki:WikiPedia:Khovanov_homology homology theory] that bears his name. ["Wayne Rosing"] is a senior fellow involved with the [http://www.lsst.org/ Large Synoptic Survey Telescope]. Roger Wets, a professor in the department, is a managing editor of the [http://www.heldermann.de/JCA/jcacover.htm Journal of Convex Analysis]. A ["Mathematics ArXiv front"] and the ["Journal of Mathematical Physics"] are also run from within the department. </td> <td> <span>+</span> The UCD '''Mathematics''' Department is located in the newly-completed ["Mathematical Sciences Building"]. The department is headed by Chairperson [http://www.math.ucdavis.edu/~<span>hass/ Joel Hass</span>]. The Chair of the [http://www.math.ucdavis.edu/grad/ggam Graduate Group in Applied Mathematics (GGAM)] is [http://www.math.ucdavis.edu/~saito/ Naoki Saito]. The official office for departmental matters is ["Mathematical Sciences Building" MSB] 1130.<span>&nbsp;The staff are extremely helpful.</span><br> <span>+</span> <br> <span>+</span> The department has been, and continues to be, home to many brilliant researchers. For a number of years [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], was a member of the faculty. Mikhail Khovanov was in the department when he developed the famous [wiki:WikiPedia:Khovanov_homology homology theory] that bears his name. ["Wayne Rosing"] is a senior fellow involved with the [http://www.lsst.org/ Large Synoptic Survey Telescope]. Roger Wets, a professor in the department, is a managing editor of the [http://www.heldermann.de/JCA/jcacover.htm Journal of Convex Analysis]. A ["Mathematics ArXiv front"] and the ["Journal of Mathematical Physics"] are also run from within the department.<span>&nbsp;Also of note, [http://www.math.ucdavis.edu/~tracy/ Craig Tracy] has the famous [http://en.wikipedia.org/wiki/Tracy%E2%80%93Widom_distribution Tracy-Widom distribution] named for him.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2011-01-09 22:51:12CovertProfessor <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 3: </td> <td> Line 3: </td> </tr> <tr> <td> <span>-</span> The UCD '''Mathematics''' <span>d</span>epartment is located in the newly-completed ["Mathematical Sciences Building"]. The department is headed by Chairperson [http://www.math.ucdavis.edu/~bxn/ Bruno Nachtergaele]. The Chair of the [http://www.math.ucdavis.edu/grad/ggam Graduate Group in Applied Mathematics (GGAM)] is [http://www.math.ucdavis.edu/~saito/ Naoki Saito]. The official office for departmental matters is ["Mathematical Sciences Building" MSB] 1130. </td> <td> <span>+</span> The UCD '''Mathematics''' <span>D</span>epartment is located in the newly-completed ["Mathematical Sciences Building"]. The department is headed by Chairperson [http://www.math.ucdavis.edu/~bxn/ Bruno Nachtergaele]. The Chair of the [http://www.math.ucdavis.edu/grad/ggam Graduate Group in Applied Mathematics (GGAM)] is [http://www.math.ucdavis.edu/~saito/ Naoki Saito]. The official office for departmental matters is ["Mathematical Sciences Building" MSB] 1130. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2011-01-09 22:50:56CovertProfessordoesn't need heading at all <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 1: </td> <td> Line 1: </td> </tr> <tr> <td> <span>- = UCD Mathematics Department =<br> - </span> </td> <td> </td> </tr> <tr> <td> Line 5: </td> <td> Line 3: </td> </tr> <tr> <td> <span>-</span> The <span>Mathematics</span> department is located in the newly-completed ["Mathematical Sciences Building"]. The department is headed by Chairperson [http://www.math.ucdavis.edu/~bxn/ Bruno Nachtergaele]. The Chair of the [http://www.math.ucdavis.edu/grad/ggam Graduate Group in Applied Mathematics (GGAM)] is [http://www.math.ucdavis.edu/~saito/ Naoki Saito]. The official office for departmental matters is ["Mathematical Sciences Building" MSB] 1130. </td> <td> <span>+</span> The <span>UCD '''Mathematics'''</span> department is located in the newly-completed ["Mathematical Sciences Building"]. The department is headed by Chairperson [http://www.math.ucdavis.edu/~bxn/ Bruno Nachtergaele]. The Chair of the [http://www.math.ucdavis.edu/grad/ggam Graduate Group in Applied Mathematics (GGAM)] is [http://www.math.ucdavis.edu/~saito/ Naoki Saito]. The official office for departmental matters is ["Mathematical Sciences Building" MSB] 1130. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2011-01-09 22:35:27BruceHansenchange heading "About the Department" to "UCD Mathematics Department" <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 1: </td> <td> Line 1: </td> </tr> <tr> <td> <span>-</span> = <span>About</span> the Department = </td> <td> <span>+</span> = <span>UCD</span> <span>Ma</span>the<span>matics</span> Department = </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2009-12-02 02:51:27AAIIEEThe course title is "Modern Linear Algebra" not "Advanced Linear Algebra." <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 56: </td> <td> Line 56: </td> </tr> <tr> <td> <span>-</span> '''67 - <span>A</span>d<span>va</span>n<span>ced</span> Linear Algebra'''. Similar to 22a but more theory oriented. Expect to see plenty of proofs on your tests, as this class is meant to lead into upper division mathematics </td> <td> <span>+</span> '''67 - <span>Mo</span>d<span>er</span>n Linear Algebra'''. Similar to 22a but more theory oriented. Expect to see plenty of proofs on your tests, as this class is meant to lead into upper division mathematics </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2009-09-20 00:11:00JesBisagno <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 219: </td> <td> Line 219: </td> </tr> <tr> <td> </td> <td> <span>+ * [http://wrrc.ucdavis.edu/wise/ WISE (Women in Science and Engineering) ]</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2009-02-19 19:13:14JoePomidor <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 54: </td> <td> Line 54: </td> </tr> <tr> <td> <span>-</span> '''25 - Advanced Calculus'''. A course that gives the fundamentals necessary for Real Analysis. Topics cover: sets, induction, infimum, supremum, sequences, series, proof writing, and some more properties of real numbers. This is a proof oriented class, that leads into up<span>er division math.</span> </td> <td> <span>+</span> '''25 - Advanced Calculus'''. A course that gives the fundamentals necessary for Real Analysis. Topics cover: sets, induction, infimum, supremum, sequences, series, proof writing, and some more properties of real numbers. This is a proof oriented class, that leads into up<span>per division math.</span> </td> </tr> <tr> <td> Line 62: </td> <td> Line 62: </td> </tr> <tr> <td> <span>-</span> '''111 - History of Mathematics''' Dont be fooled by the title. If you are a history major with no backround in math do not take this course, there is actually a lot of math involved, just not as much as other upper division math courses. Students learn some ancient cultures math and then the history of western math through the later half of the millenium. </td> <td> <span>+</span> '''111 - History of Mathematics''' Don<span>'</span>t be fooled by the title. If you are a history major with no back<span>g</span>round in math do not take this course, there is actually a lot of math involved, just not as much as other upper division math courses. Students learn some ancient cultures math and then the history of western math through the later half of the millen<span>n</span>ium. </td> </tr> <tr> <td> Line 78: </td> <td> Line 78: </td> </tr> <tr> <td> <span>-</span> '''118A - Partial Differential Equations'''. You learn some methods of solving basic, special-case, PDEs including sep<span>e</span>ration of variables. A major emphasis is placed on understanding the wave and diffusion/heat equations with various boundary conditions. The class also covers classical Fourier series and its application to solving PDEs on finite intervals for the last couple weeks of class. </td> <td> <span>+</span> '''118A - Partial Differential Equations'''. You learn some methods of solving basic, special-case, PDEs including sep<span>a</span>ration of variables. A major emphasis is placed on understanding the wave and diffusion/heat equations with various boundary conditions. The class also covers classical Fourier series and its application to solving PDEs on finite intervals for the last couple weeks of class. </td> </tr> <tr> <td> Line 86: </td> <td> Line 86: </td> </tr> <tr> <td> <span>-</span> '''119B - Ordinary Differential Equations'''. This class focuses on chaotic differential equations, maps, and fractals (some prof<span>f</span>essors add a v<span>e</span>riety of topics that may have been skimmed over in 119A). Even though this course holds the majority of the interesting material on dynamical systems, most grad students do not continue on to 119B (mainly because it is not required). As a result the class is often small and intimate. Depending on the professor this course may contain some programing, although no previous programing experience is expected.<br> <span>-</span> *this is by far the highlight of the two part series. A lot of what you learn in 119A is applied to more interesting systems. Maps are introduced and explored. This class tends to be small and hence it is often more project/exploratory oriented. If you are an applied math major this may be one of the more important classes you take, because if you get the right professor, you will get to do a project related to your field of application. In spring 2007 Dr. Biello did a wonderful job of engaging this class in the material. If you didn't hate 119A, i urge you to continue, bec<span>ua</span>se it got a lot more fun during the second quarter. </td> <td> <span>+</span> '''119B - Ordinary Differential Equations'''. This class focuses on chaotic differential equations, maps, and fractals (some professors add a v<span>a</span>riety of topics that may have been skimmed over in 119A). Even though this course holds the majority of the interesting material on dynamical systems, most grad students do not continue on to 119B (mainly because it is not required). As a result the class is often small and intimate. Depending on the professor this course may contain some programing, although no previous programing experience is expected.<br> <span>+</span> *this is by far the highlight of the two part series. A lot of what you learn in 119A is applied to more interesting systems. Maps are introduced and explored. This class tends to be small and hence it is often more project/exploratory oriented. If you are an applied math major this may be one of the more important classes you take, because if you get the right professor, you will get to do a project related to your field of application. In spring 2007 Dr. Biello did a wonderful job of engaging this class in the material. If you didn't hate 119A, i urge you to continue, bec<span>au</span>se it got a lot more fun during the second quarter. </td> </tr> <tr> <td> Line 143: </td> <td> Line 143: </td> </tr> <tr> <td> <span>-</span> Later on you study rings. These are groups where the addition commutes. Furthemore there is multiplication (*) but not necessarily division. Also (AB = BA) might not be true. Therefore, square matrices form a ring. The quintessential ring is the ring of integers. In fact, ring theory is like a generalized, organized version of number theory. </td> <td> <span>+</span> Later on you study rings. These are groups where the addition commutes. Furthe<span>r</span>more there is multiplication (*) but not necessarily division. Also (AB = BA) might not be true. Therefore, square matrices form a ring. The quintessential ring is the ring of integers. In fact, ring theory is like a generalized, organized version of number theory. </td> </tr> <tr> <td> Line 153: </td> <td> Line 153: </td> </tr> <tr> <td> <span>-</span> '''165 - Math and Computers'''. This is another fun one, and fairly new to the program. This course mostly avoids the numerical methods covered in the 128 series and most engineering courses, and instead picks a few interesting algorithms to analy<span>s</span>e and discuss: B-rule algorithm (simplex with Bland's rule), fast Fourier transform, some geometry, all relatively new and exciting stuff. Basically the focus is the use of computers in checking and generating proofs. There might not be an accompanying textbook. </td> <td> <span>+</span> '''165 - Math and Computers'''. This is another fun one, and fairly new to the program. This course mostly avoids the numerical methods covered in the 128 series and most engineering courses, and instead picks a few interesting algorithms to analy<span>z</span>e and discuss: B-rule algorithm (simplex with Bland's rule), fast Fourier transform, some geometry, all relatively new and exciting stuff. Basically the focus is the use of computers in checking and generating proofs. There might not be an accompanying textbook. </td> </tr> <tr> <td> Line 196: </td> <td> Line 196: </td> </tr> <tr> <td> <span>-</span> '''Evironmental Science 121 - Mathematical Ecology'''. Taught by Prof. Hastings, a Ph.D. in mathematics and member of the Graduate Group in Applied Math. <span>t</span>his class is an undergraduate level course that introduces students to the concepts of mathematical ecology. <span>this course seems more focus</span>sed on teaching students how to be effective mo<span>dlers rather than mathematical methods. t</span>he pre-reqs for this course include math 16abc (or 17/21) and either bio 1b or 1c. <span>i</span> talked to the professor and it seems that the bio pre-reqs ar<span>n</span>t that important if you are interested in the subject matter. </td> <td> <span>+</span> '''E<span>n</span>vironmental Science 121 - Mathematical Ecology'''. Taught by Prof. Hastings, a Ph.D. in mathematics and member of the Graduate Group in Applied Math. <span>T</span>his class is an undergraduate level course that introduces students to the concepts of mathematical ecology. <span>This course seems more focu</span>sed on teaching students how to be effective mo<span>lders rather than mathematical methods. T</span>he pre-reqs for this course include math 16abc (or 17/21) and either bio 1b or 1c. <span>I</span> talked to the professor and it seems that the bio pre-reqs ar<span>en'</span>t that important if you are interested in the subject matter. </td> </tr> <tr> <td> Line 204: </td> <td> Line 204: </td> </tr> <tr> <td> <span>-</span> '''Physics 104 - Mathematical Physics'''. Focu<span>s</span>ses on the mathematical theory used in physics. Topics include ODEs, PDEs, Fourier transforms and many other things. </td> <td> <span>+</span> '''Physics 104 - Mathematical Physics'''. Focuses on the mathematical theory used in physics. Topics include ODEs, PDEs, Fourier transforms and many other things. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-09-28 18:14:55JasonAllerlink fix <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 1: </td> <td> Line 1: </td> </tr> <tr> <td> <span>- [[TableOfContents]]<br> - </span> </td> <td> </td> </tr> <tr> <td> Line 4: </td> <td> Line 2: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + [[TableOfContents(right)]]</span> </td> </tr> <tr> <td> Line 52: </td> <td> Line 52: </td> </tr> <tr> <td> <span>-</span> '''23 - Introduction to Numerology'''. Covers the early history of numerology, the basics of theoretical numerology, and a few important applications. Sometimes ["BarnabasTruman"] is the [http://www.math.ucdavis.edu/~phoenix/index23.html TA] for this class. Offered whenever the year in the [wiki:wikipedia:"Discordian calendar" Erisian reckoning of time] doesn't relate to the [wiki:wikipedia:"Discordianism#The_Law_of_Fives" number five] in any way whatsoever. </td> <td> <span>+</span> '''23 - Introduction to Numerology'''. Covers the early history of numerology, the basics of theoretical numerology, and a few important applications. Sometimes ["<span>Users/</span>BarnabasTruman"] is the [http://www.math.ucdavis.edu/~phoenix/index23.html TA] for this class. Offered whenever the year in the [wiki:wikipedia:"Discordian calendar" Erisian reckoning of time] doesn't relate to the [wiki:wikipedia:"Discordianism#The_Law_of_Fives" number five] in any way whatsoever. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-09-06 11:06:10JasonAllerlink fixes <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 29: </td> <td> Line 29: </td> </tr> <tr> <td> <span>-</span> * I had her for Math 127B and liked her a lot, her tests were kinda on the easy side though :) ["BryanBell"] </td> <td> <span>+</span> * I had her for Math 127B and liked her a lot, her tests were kinda on the easy side though :) ["<span>Users/</span>BryanBell"] </td> </tr> <tr> <td> Line 33: </td> <td> Line 33: </td> </tr> <tr> <td> <span>-</span> * Clever man. I took 22B and 131 with him, and he went extremely in depth with those courses, using real-world examples from engineering and physics. It was slightly terrifying. The 131 class went full-bore with derivations, clearly a learn-or-die situation, requiring a blue book for the final. But when we got there for the final showdown, and he passed out the test, we saw that it was just 20 multiple-choice questions, no written section at all. Easy... ''too'' easy. Turns out he had been watching the TAs threatening to strike that week, and he didn't want to risk having to grade all those written tests himself. -- ["EricTalevich"] </td> <td> <span>+</span> * Clever man. I took 22B and 131 with him, and he went extremely in depth with those courses, using real-world examples from engineering and physics. It was slightly terrifying. The 131 class went full-bore with derivations, clearly a learn-or-die situation, requiring a blue book for the final. But when we got there for the final showdown, and he passed out the test, we saw that it was just 20 multiple-choice questions, no written section at all. Easy... ''too'' easy. Turns out he had been watching the TAs threatening to strike that week, and he didn't want to risk having to grade all those written tests himself. -- ["<span>Users/</span>EricTalevich"] </td> </tr> <tr> <td> Line 44: </td> <td> Line 44: </td> </tr> <tr> <td> <span>-</span> * ''It's my opinion that this is the most confused course in the department. It starts off with very basic operations on matrices, which are used to solve basic linear equations. This seems to encompass the majority of the class no matter how it's taught. Then the instructor must also use this class to prepare advancing students for material in upper division mathematics courses, and must focus a lot on vector spaces, change of basis, and linear operators (with their eigenvalues, eigenvectors). This leads to a tedious, calculation-based course (for the majority) and then a half-assed effort at a real linear algebra course. The 167 course tries to remedy this but fails due to the amount of material it must make up for.'' --["PhilipNeustrom"]<br> <span>-</span> * ''I've seen similar problems at other universities. Few schools seem to be able to put together a coherent set of courses dealing with linear algebra.'' --["RoyWright"]<br> <span>-</span> <br> <span>-</span> * "This class requires concurrent enrollment in 22AL, or alternatively Engineering 6. --["DavidPoole"] </td> <td> <span>+</span> * ''It's my opinion that this is the most confused course in the department. It starts off with very basic operations on matrices, which are used to solve basic linear equations. This seems to encompass the majority of the class no matter how it's taught. Then the instructor must also use this class to prepare advancing students for material in upper division mathematics courses, and must focus a lot on vector spaces, change of basis, and linear operators (with their eigenvalues, eigenvectors). This leads to a tedious, calculation-based course (for the majority) and then a half-assed effort at a real linear algebra course. The 167 course tries to remedy this but fails due to the amount of material it must make up for.'' --["<span>Users/</span>PhilipNeustrom"]<br> <span>+</span> * ''I've seen similar problems at other universities. Few schools seem to be able to put together a coherent set of courses dealing with linear algebra.'' --["<span>Users/</span>RoyWright"]<br> <span>+</span> <br> <span>+</span> * "This class requires concurrent enrollment in 22AL, or alternatively Engineering 6. --["<span>Users/</span>DavidPoole"] </td> </tr> <tr> <td> Line 64: </td> <td> Line 64: </td> </tr> <tr> <td> <span>-</span> '''114 - Convex Geometry'''. A convex region is one where all of the line segment between any two points in the region is in the region. So (the interior) of a triangle is convex, as is a circle, but a star is not. We will study the geometry of convex regions in 2, 3, 4, and many dimensions, with a lot of help from linear algebra, covering both general theory and various interesting examples and constructions of convex sets. Exact topics may depend to some extent on the interests of the students. ''--["AlexanderWoo"], who is teaching this Winter 2006'' </td> <td> <span>+</span> '''114 - Convex Geometry'''. A convex region is one where all of the line segment between any two points in the region is in the region. So (the interior) of a triangle is convex, as is a circle, but a star is not. We will study the geometry of convex regions in 2, 3, 4, and many dimensions, with a lot of help from linear algebra, covering both general theory and various interesting examples and constructions of convex sets. Exact topics may depend to some extent on the interests of the students. ''--["<span>Users/</span>AlexanderWoo"], who is teaching this Winter 2006'' </td> </tr> <tr> <td> Line 127: </td> <td> Line 127: </td> </tr> <tr> <td> <span>-</span> * ''When I took it, it was entirely point-set and we focused just on the first chapters of Munkres without covering anything algebraic.''-["PhilipNeustrom"]<br> <span>-</span> <br> <span>-</span> * ''I just finished it and we covered up to section 31 in Munkres so it was all point-set. I recommend it for all math majors it made clear all the topology we covered in 127A and was a good complement to 127B since we covered convergence in a more general way. I think more material could be and should be covered in the class.'' ["BryanBell"] </td> <td> <span>+</span> * ''When I took it, it was entirely point-set and we focused just on the first chapters of Munkres without covering anything algebraic.''-["<span>Users/</span>PhilipNeustrom"]<br> <span>+</span> <br> <span>+</span> * ''I just finished it and we covered up to section 31 in Munkres so it was all point-set. I recommend it for all math majors it made clear all the topology we covered in 127A and was a good complement to 127B since we covered convergence in a more general way. I think more material could be and should be covered in the class.'' ["<span>Users/</span>BryanBell"] </td> </tr> <tr> <td> Line 157: </td> <td> Line 157: </td> </tr> <tr> <td> <span>-</span> * ''I'm taking it this summer(2005) and the first half of the course has been pretty much all review. The average on the midterm was 95/110 which is way too high, most boring class I've taken at davis.'' ["BryanBell"] </td> <td> <span>+</span> * ''I'm taking it this summer(2005) and the first half of the course has been pretty much all review. The average on the midterm was 95/110 which is way too high, most boring class I've taken at davis.'' ["<span>Users/</span>BryanBell"] </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-09-01 17:15:16ascapoccia <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 60: </td> <td> Line 60: </td> </tr> <tr> <td> <span>-</span> '''108 - Introduction to Abstract Mathematics'''. This is perhaps the most talked-about course in the department. This is a "proof class" in the sense that you're supposed to learn how to give a good, rigorous mathematical argument. You can learn a lot in this class, but most people have bad experiences overall. There is a certain understandable level of anality (this isn't a word) that's given to the students after this class, but it is sometimes hard for students to learn that not every argument is given in strict propositional and existential quantifier terms. Back when this class was required for all math majors, it was considered to be the weeder class. When taught by some professors the mean grade can be as low as a C-. All Computer Science majors up until 2008 had to take this before they graduated, hence most of the people in the course were Computer Science majors. </td> <td> <span>+</span> '''108 - Introduction to Abstract Mathematics'''. This is perhaps the most talked-about course in the department. This is a "proof class" in the sense that you're supposed to learn how to give a good, rigorous mathematical argument. You can learn a lot in this class, but most people have bad experiences overall. There is a certain understandable level of anality (this isn't a word) that's given to the students after this class, but it is sometimes hard for students to learn that not every argument is given in strict propositional and existential quantifier terms. Back when this class was required for all math majors, it was considered to be the <span>["Weeder Classes" </span>weeder class<span>]</span>. When taught by some professors the mean grade can be as low as a C-. All Computer Science majors up until 2008 had to take this before they graduated, hence most of the people in the course were Computer Science majors. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-08-28 15:29:27TimJ(quick edit) <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 60: </td> <td> Line 60: </td> </tr> <tr> <td> <span>-</span> '''108 - Introduction to Abstract Mathematics'''. This is perhaps the most talked-about course in the department. <span>&nbsp;All Computer Science majors have to take this before they graduate, hence most of the people in the course are Computer Science majors. </span>This is a "proof class" in the sense that you're supposed to learn how to give a good, rigorous mathematical argument. You can learn a lot in this class, but most people have bad experiences overall. There is a certain understandable level of anality (this isn't a word) that's given to the students after this class, but it is sometimes hard for students to learn that not every argument is given in strict propositional and existential quantifier terms. Back when this class was required for all math majors, it was considered to be the weeder class. When taught by some professors the mean grade can be as low as a C- </td> <td> <span>+</span> '''108 - Introduction to Abstract Mathematics'''. This is perhaps the most talked-about course in the department. This is a "proof class" in the sense that you're supposed to learn how to give a good, rigorous mathematical argument. You can learn a lot in this class, but most people have bad experiences overall. There is a certain understandable level of anality (this isn't a word) that's given to the students after this class, but it is sometimes hard for students to learn that not every argument is given in strict propositional and existential quantifier terms. Back when this class was required for all math majors, it was considered to be the weeder class. When taught by some professors the mean grade can be as low as a C-<span>. All Computer Science majors up until 2008 had to take this before they graduated, hence most of the people in the course were Computer Science majors.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-07-13 18:57:45MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 99: </td> <td> Line 99: </td> </tr> <tr> <td> <span>-</span> '''135A (131 prior to F2006) - Probability Theory'''. This is an introductory course in probability. Covers events, sample spaces, random variables, expectation, mean (and other moments), density, mass, and distribution functions (along with various examples of popular distributions), moment-generating and characteristic functions, and various limit theorems. There may be fairly complex/advanced examples presented. Now modified to differ from Statistics 131 (details pending). </td> <td> <span>+</span> '''135A (131 prior to F2006) - Probability Theory'''. This is an introductory course in probability. Covers events, sample spaces, random variables, expectation, mean (and other moments), density, mass, and distribution functions (along with various examples of popular distributions), moment-generating and characteristic functions, and various limit theorems. There may be fairly complex/advanced examples presented. Now modified to differ from <span>["</span>Statistics<span>"]</span> 131 (details pending). </td> </tr> <tr> <td> Line 188: </td> <td> Line 188: </td> </tr> <tr> <td> <span>-</span> '''235ABC - Probability Theory'''. Taught in even years by statistics faculty, and in odd years by mathematics faculty. Rumored to be quite difficult. </td> <td> <span>+</span> '''235ABC - Probability Theory'''. Taught in even years by <span>["</span>statistics<span>"]</span> faculty, and in odd years by mathematics faculty. Rumored to be quite difficult. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-06-14 22:59:56MattHhgrad track being better prep for g-school in theorical science is not true <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 13: </td> <td> Line 13: </td> </tr> <tr> <td> <span>- Within the B.S., students must choose a track within the major that decides the course of upper-division study. The tracks are "Preparation for Graduate Study in Mathematics" (for new catalog this plan is now called general), "Mathematical and Scientific Computation", "Applied Mathematics", "Mathematics for Secondary Teaching", and "General Mathematics" (now phased out under the new catalog). Basically, if you want to go to graduate school for pure Mathematics (or something very close, such as Theoretical Physics), then the Grad-track is the only track you should consider. The Computational track with a computing emphasis seems to attrack a lot of students from computer science who wish to double-major in Mathematics. However, the computational track also has a biology emphasis option. This particular emphasis attracks people who like the interface between computers, mathematics and biology. The other option for those who are interested in mathematical biology is taking any of the three graduate research oriented tracks (grad theory, applied, or scientific computation with a biology emphasis) and minor in ["Quantitative biology and bioinformatics"]. The applied track focusses more on the theory behind solving problems in the specialty field of your interest (biology, physics, engineering, economics...), while the computational track emphasizes the computer programing used to solve such problems.</span> </td> <td> <span>+ Within the B.S., students must choose a track within the major that decides the course of upper-division study. The tracks are "General Mathematics", "Mathematical and Scientific Computation", "Applied Mathematics", and "Mathematics for Secondary Teaching". Basically, if you are interested in pure mathematics, the general track is the most appropriate. While some people use to think that the pure track provides the best preparation for graduate school in other mathematical disciplines (i.e. theoretical physics), the applied track is much more rigorous than it use to be. The only difference between the two is that in the pure track you take three quarters of abstract algebra, as opposed to some abstract algebra and coursework in mathematical applications. The Computational track with a computing emphasis seems to attract a lot of students from computer science who wish to double-major in Mathematics. However, the computational track also has a biology emphasis option. This particular emphasis attracts people who like the interface between computers, mathematics and biology. The other option for those who are interested in mathematical biology is taking any of the three graduate research oriented tracks (general, applied, or scientific computation with a biology emphasis) and minor in ["Quantitative biology and bioinformatics"] and/or do research in the ["CLIMB"] program. The applied track focuses more on the theory behind solving problems in the specialty field of your interest (biology, physics, engineering, economics...), while the computational track emphasizes the computer programing used to solve such problems.</span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>-</span> The G<span>rad</span> Track requires completion of the 125 series, the 150 series, 135A, and 185A. Computational/Applied tracks require the 125 series, 150A, and 135A. 185A is also required for the applied track, but not the computational track. Both the applied and computational track require the completion of 128AB (computational must also complete 128C). Teaching requires the 125 series, 111, 115A, 135A, 141, and 150A. After taking these required classes for the specific track, one may choose between several restricted classes for the completion of their major. </td> <td> <span>+</span> The G<span>eneral</span> Track requires completion of the 125 series, the 150 series, 135A, and 185A. Computational/Applied tracks require the 125 series, 150A, and 135A. 185A is also required for the applied track, but not the computational track. Both the applied and computational track require the completion of 128AB (computational must also complete 128C). Teaching requires the 125 series, 111, 115A, 135A, 141, and 150A. After taking these required classes for the specific track, one may choose between several restricted classes for the completion of their major. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-05-24 09:08:16MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 196: </td> <td> Line 196: </td> </tr> <tr> <td> </td> <td> <span>+ '''Evironmental Science 121 - Mathematical Ecology'''. Taught by Prof. Hastings, a Ph.D. in mathematics and member of the Graduate Group in Applied Math. this class is an undergraduate level course that introduces students to the concepts of mathematical ecology. this course seems more focussed on teaching students how to be effective modlers rather than mathematical methods. the pre-reqs for this course include math 16abc (or 17/21) and either bio 1b or 1c. i talked to the professor and it seems that the bio pre-reqs arnt that important if you are interested in the subject matter.<br> + <br> + '''Wildlife Fish and Ecology 122 - Population Biology'''. Like esp 121 this course is undergraduate level and suited for both math and science majors. PDEs are used in this class but previous experience with them are not required.<br> + <br> + '''Biology 132 - Dynamic Modeling in Biology'''. Similar to Math 124, but offered every year instead of alternate years. Covers models related to many fields of biology. Emphasizes differential equations, difference equations, linear algebra and bifurcations. Students write a term paper based on the scientific literature, instead of the traditional final. the 16/17 is the only prereq for the course.<br> + <br> + '''Neurology Physiology and Behavior 163 - Information processing models in neuroscience'''. Covers basic modeling techniques used in neuroscience. Specific topics include differential equations, linear systems theory, Fourier transforms, neural networks, probabilistic inference, and information theory. Emphasis on understanding information processing in neural systems.<br> + <br> + '''Physics 104 - Mathematical Physics'''. Focusses on the mathematical theory used in physics. Topics include ODEs, PDEs, Fourier transforms and many other things.<br> + </span> </td> </tr> <tr> <td> Line 197: </td> <td> Line 207: </td> </tr> <tr> <td> <span>- <br> - '''Evironmental Science 121 - Mathematical Ecology'''. Taught by Prof. Hastings, a Ph.D. in mathematics and member of the Graduate Group in Applied Math. this class is an undergraduate level course that introduces students to the concepts of mathematical ecology. this course seems more focussed on teaching students how to be effective modlers rather than mathematical methods. the pre-reqs for this course include math 16abc (or 17/21) and either bio 1b or 1c. i talked to the professor and it seems that the bio pre-reqs arnt that important if you are interested in the subject matter.<br> - <br> - '''Wildlife Fish and Ecology 122 - Population Biology'''. Like esp 121 this course is undergraduate level and suited for both math and science majors. PDEs are used in this class but previous experience with them are not required.</span> </td> <td> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-05-24 08:57:59MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 208: </td> <td> Line 208: </td> </tr> <tr> <td> <span>-</span> * ["McNair"] - for students from disadvantaged and/or underrepresented backgrounds who want to pursue a PhD in any field. Comes with a stipend. </td> <td> <span>+</span> * ["McNair<span>&nbsp;Scholars Program</span>"] - for students from disadvantaged and/or underrepresented backgrounds who want to pursue a PhD in any field. Comes with a stipend. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-05-24 08:45:53MattHhadded clubs <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 207: </td> <td> Line 207: </td> </tr> <tr> <td> <span>-</span> * [http://www.math.ucdavis.edu/research/vigre/reu REU] - summer research in various mathematical fields </td> <td> <span>+</span> * [http://www.math.ucdavis.edu/research/vigre/reu REU] - summer research in various mathematical fields<span>, comes with a small stipend.<br> + * ["McNair"] - for students from disadvantaged and/or underrepresented backgrounds who want to pursue a PhD in any field. Comes with a stipend.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-05-24 08:42:57MattHhadded clubs <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 208: </td> <td> Line 208: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + = Clubs and Student Organizations =<br> + * UC Davis student ["Society for Industrial and Applied Mathematics"]<br> + * ["Math Cafe"]</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-04-27 11:54:32AaronRosenberg(quick edit) <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>-</span> The Grad Track requires completion of the 125 series, the 150 series, 135A and 185A. Computational/Applied tracks require the 125 series, 150A, and 135A. 185A is also required for the applied track, but not the computational track. Both the applied and computational track require the completion of 128AB (computational must also complete 128C). Teaching requires the 125 series, 111, 115A, 135A, 141, and 150A. After taking these required classes for the specific track, one may choose between several restricted classes for the completion of their major. </td> <td> <span>+</span> The Grad Track requires completion of the 125 series, the 150 series, 135A<span>,</span> and 185A. Computational/Applied tracks require the 125 series, 150A, and 135A. 185A is also required for the applied track, but not the computational track. Both the applied and computational track require the completion of 128AB (computational must also complete 128C). Teaching requires the 125 series, 111, 115A, 135A, 141, and 150A. After taking these required classes for the specific track, one may choose between several restricted classes for the completion of their major. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-04-27 11:52:21AaronRosenberg(quick edit) <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> <span>-</span> The department has been, and continues to be, home to many brilliant researchers. For a number of years [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], was a member of the faculty. Mikhail Khovanov was in the department when he developed the famous [wiki:WikiPedia:Khovanov_<span>H</span>omology homology theory] that bears his name. ["Wayne Rosing"] is a senior fellow involved with the [http://www.lsst.org/ Large Synoptic Survey Telescope]. Roger Wets, a professor in the department, is a managing editor of the [http://www.heldermann.de/JCA/jcacover.htm Journal of Convex Analysis]. A ["Mathematics ArXiv front"] and the ["Journal of Mathematical Physics"] are also run from within the department. </td> <td> <span>+</span> The department has been, and continues to be, home to many brilliant researchers. For a number of years [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], was a member of the faculty. Mikhail Khovanov was in the department when he developed the famous [wiki:WikiPedia:Khovanov_<span>h</span>omology homology theory] that bears his name. ["Wayne Rosing"] is a senior fellow involved with the [http://www.lsst.org/ Large Synoptic Survey Telescope]. Roger Wets, a professor in the department, is a managing editor of the [http://www.heldermann.de/JCA/jcacover.htm Journal of Convex Analysis]. A ["Mathematics ArXiv front"] and the ["Journal of Mathematical Physics"] are also run from within the department. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-04-10 22:29:51BrandonBarretteadd link <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 5: </td> <td> Line 5: </td> </tr> <tr> <td> <span>-</span> The Mathematics department is located in the newly-completed ["Mathematical Sciences Building"]. The department is headed by Chairperson [http://www.math.ucdavis.edu/~bxn/ Bruno Nachtergaele]. The Chair of the [http://www.math.ucdavis.edu/grad/ggam Graduate Group in Applied Mathematics (GGAM)] is [http://www.math.ucdavis.edu/~saito/ Naoki Saito]. The official office for departmental matters is MSB 1130. </td> <td> <span>+</span> The Mathematics department is located in the newly-completed ["Mathematical Sciences Building"]. The department is headed by Chairperson [http://www.math.ucdavis.edu/~bxn/ Bruno Nachtergaele]. The Chair of the [http://www.math.ucdavis.edu/grad/ggam Graduate Group in Applied Mathematics (GGAM)] is [http://www.math.ucdavis.edu/~saito/ Naoki Saito]. The official office for departmental matters is <span>["Mathematical Sciences Building" </span>MSB<span>]</span> 1130. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-04-01 19:11:01MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 78: </td> <td> Line 78: </td> </tr> <tr> <td> <span>-</span> '''118A - Partial Differential Equations'''. You learn some methods of solving basic, special-case, PDEs including seperation of variables. Also covers classical Fourier series and its application to solving PDEs on finite intervals for the last couple weeks of class.<br> <span>-</span> <br> <span>-</span> '''118B - Partial Differential Equations'''. You learn about Green's Functions, a very useful way to solve some linear PDEs. Unfortunately, the Green's Function is usually quite difficult to determine. It depends on the geometry of the boundary conditions, and involves quite a bit of work even for simple geometry. For more complicated geometry, the problem becomes intractable. Also, Fourier series solutions are studied in more depth. The sines and cosines in a Fourier series can be thought of as a "basis" for the space of functions, in the sense of linear algebra. You learn about several different kinds of "bases" in that spirit. </td> <td> <span>+</span> '''118A - Partial Differential Equations'''. You learn some methods of solving basic, special-case, PDEs including seperation of variables. A<span>&nbsp;major emphasis is placed on understanding the wave and diffusion/heat equations with various boundary conditions. The class a</span>lso covers classical Fourier series and its application to solving PDEs on finite intervals for the last couple weeks of class.<br> <span>+</span> <br> <span>+</span> '''118B - Partial Differential Equations'''. You learn about Green's Functions, a very useful way to solve some linear PDEs. Unfortunately, the Green's Function is usually quite difficult to determine. It depends on the geometry of the boundary conditions, and involves quite a bit of work even for simple geometry. For more complicated geometry, the problem becomes intractable. Also, Fourier series solutions are studied in more depth. The sines and cosines in a Fourier series can be thought of as a "basis" for the space of functions, in the sense of linear algebra. You learn about several different kinds of "bases" in that spirit.<span>&nbsp;Selected topics from math 118C may be covered if 118C is not being offered the following quarter, such as distributions, Fourier transforms, and calculus of variations. The difficulty level tends to be stepped up a notch in B and C because the material is less intuitive.</span> </td> </tr> <tr> <td> Line 84: </td> <td> Line 84: </td> </tr> <tr> <td> <span>-</span> '''119A - Ordinary Differential Equations'''. ODE's are a vital part of most sciences. This is sometimes referred to as "the Phase-plane class." It focuses on phase planes, stability of fixed points, classification of singularities, and various other forms of analyzing ODE's. About half of the class is generally composed of bored applied math graduate students.<br> <span>-</span> <br> <span>-</span> '''119B - Ordinary Differential Equations'''. This class focu<span>s</span>ses on chaotic differential equations, maps, and fractals (some proffessors add a veriety of topics that may have been skimmed over in 119A). Eventhough this course holds the majority of the interesting material on dynamical systems, most grad students do not continue on to 119B (mainly because it is not required). As a result the class is often small and intim<span>ent</span>. Depending on the professor this course may contain some programing, although no <span>ser</span>ious programing experience is expected.<br> <span>-</span> *this is by far the highlight of the two part series. A lot of what you learn in 119A is applied to more interesting systems. Maps are introduced and explored. This class tends to be small and hence it is often more project/explor<span>i</span>tory oriented. If you are an applied math major this may be one of the more important classes you take<span>. this is</span> because if you get the right professor you will get to do a project related to your field of application. In spring 2007 Dr. Biello did a wonderfu<span>l</span>l job of engaging this class in the material. If you didn't hate 119A, i urge you to continue, becuase it got a lot more fun second quarter.<br> <span>-</span> <br> <span>-</span> '''124 - Mathematical Biology'''. This course focus<span>ses on the mathematics used to model</span> many biological systems. <span>&nbsp;</span>Topics tend to include a lot of differential equations and linear algebra, with applications to cell biology, neuro<span>biology</span>, and ecology. </td> <td> <span>+</span> '''119A - Ordinary Differential Equations'''. ODE's are a vital part of most sciences. This is sometimes referred to as "the Phase-plane class." It focuses on phase planes, stability of fixed points, <span>bifurcations, </span>classification of singularities, and various other forms of analyzing ODE's. About half of the class is generally composed of bored applied math graduate students.<br> <span>+</span> <br> <span>+</span> '''119B - Ordinary Differential Equations'''. This class focuses on chaotic differential equations, maps, and fractals (some proffessors add a veriety of topics that may have been skimmed over in 119A). Even<span>&nbsp;</span>though this course holds the majority of the interesting material on dynamical systems, most grad students do not continue on to 119B (mainly because it is not required). As a result the class is often small and intim<span>ate</span>. Depending on the professor this course may contain some programing, although no <span>prev</span>ious programing experience is expected.<br> <span>+</span> *this is by far the highlight of the two part series. A lot of what you learn in 119A is applied to more interesting systems. Maps are introduced and explored. This class tends to be small and hence it is often more project/explor<span>a</span>tory oriented. If you are an applied math major this may be one of the more important classes you take<span>,</span> because if you get the right professor<span>,</span> you will get to do a project related to your field of application. In spring 2007 Dr. Biello did a wonderful job of engaging this class in the material. If you didn't hate 119A, i urge you to continue, becuase it got a lot more fun <span>during the </span>second quarter.<br> <span>+</span> <br> <span>+</span> '''124 - Mathematical Biology'''. This course focus<span>es on the mathematics used to model and analyze</span> many biological systems. Topics tend to include a lot of differential equations and linear algebra, with applications to cell biology, neuro<span>science</span>, and ecology. </td> </tr> <tr> <td> Line 103: </td> <td> Line 103: </td> </tr> <tr> <td> <span>-</span> '''141 - Euclidean Geometry'''. This course has typically been taught to be an axiomatic, slow, and through treatment of Euclidean geometry. In recent years it has incorporated much (if not most of the course) time to discussion of alternative geometries such as spherical and hyperbolic. the course starts with axiomatic rules and systems and then moves on to comparing and contrasting the axioms, theorems, and ideas in hyperbolic, euclidean, and spherical surfaces. </td> <td> <span>+</span> '''141 - Euclidean Geometry'''. This course has typically been taught to be an axiomatic, slow, and th<span>o</span>rough treatment of Euclidean geometry. In recent years it has incorporated much (if not most of the course) time to discussion of alternative geometries such as spherical and hyperbolic. the course starts with axiomatic rules and systems and then moves on to comparing and contrasting the axioms, theorems, and ideas in hyperbolic, euclidean, and spherical surfaces.<span>&nbsp;However, sometimes the course is less rigorous and more exploratory (ie building hyperbolic planes out of paper). It is a good course to take after 108 when you are still getting use to proofs. This is because the proofs will be less abstract (than lets say algebra or topology, even analysis) and deal with familiar concepts.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-01-27 19:18:30MattHhmade special topics more informative <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 166: </td> <td> Line 166: </td> </tr> <tr> <td> <span>- '''180 - Special Topics'''. tentitively Dr. Angela Cheer will be teaching one Fall 2007 (topic not released yet)</span> </td> <td> <span>+ '''180 - Special Topics'''. Past topics have included Fractals, Mathematical biology, Mathematical finance (before it was an official course), and String theory (generally one or two is offered every year, topics are almost never repeated and tend to be non-traditional)</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2008-01-27 13:44:09BrandonBarrette <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 5: </td> <td> Line 5: </td> </tr> <tr> <td> <span>-</span> The Mathematics department is located in the newly-completed ["Mathematical Sciences Building"]. The department is headed by Chairperson [http://www.math.ucdavis.edu/~<span>mulase/</span> M<span>otohico </span>M<span>ulase</span>]<span>. </span> The official office for departmental matters is MSB 1130. </td> <td> <span>+</span> The Mathematics department is located in the newly-completed ["Mathematical Sciences Building"]. The department is headed by Chairperson [http://www.math.ucdavis.edu/~<span>bxn/ Bruno Nachtergaele]. The Chair of the [http://www.math.ucdavis.edu/grad/ggam Graduate Group in Applied</span> M<span>athematics (GGA</span>M<span>)</span>]<span>&nbsp;is [http://www.math.ucdavis.edu/~saito/ Naoki Saito].</span> The official office for departmental matters is MSB 1130. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-12-26 09:52:38MattHheditted description of 118a <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 78: </td> <td> Line 78: </td> </tr> <tr> <td> <span>-</span> '''118A - Partial Differential Equations'''. You learn some methods of solving basic, special-case, PDEs. Also covers classical Fourier series <span>i</span>nd<span>ep</span>th<span>&nbsp;for th</span>e last couple weeks of class. </td> <td> <span>+</span> '''118A - Partial Differential Equations'''. You learn some methods of solving basic, special-case, PDEs<span>&nbsp;including seperation of variables</span>. Also covers classical Fourier series <span>a</span>nd<span>&nbsp;its application to solving PDEs on finite intervals for </span>the last couple weeks of class. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-10-02 17:16:07WilliamLewis(quick edit) <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 52: </td> <td> Line 52: </td> </tr> <tr> <td> <span>-</span> '''23 - Introduction to Numerology'''. Covers the early history of numerology, the basics of theoretical numerology, and a few important applications. Sometimes ["BarnabasTruman"] is the [http://www.math.ucdavis.edu/~phoenix/index23.html TA] for this class. Offered whenever the year in the [wiki:wikipedia:"Discordian calendar" Erisian reckoning of time] doesn't relate to the [wiki:wikipedia:"Discordianism#The_Law_of_Fives"number five] in any way whatsoever. </td> <td> <span>+</span> '''23 - Introduction to Numerology'''. Covers the early history of numerology, the basics of theoretical numerology, and a few important applications. Sometimes ["BarnabasTruman"] is the [http://www.math.ucdavis.edu/~phoenix/index23.html TA] for this class. Offered whenever the year in the [wiki:wikipedia:"Discordian calendar" Erisian reckoning of time] doesn't relate to the [wiki:wikipedia:"Discordianism#The_Law_of_Fives"<span>&nbsp;</span>number five] in any way whatsoever. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-10-02 17:15:44WilliamLewis(quick edit) <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 52: </td> <td> Line 52: </td> </tr> <tr> <td> <span>-</span> '''23 - Introduction to Numerology'''. Covers the early history of numerology, the basics of theoretical numerology, and a few important applications. Sometimes ["BarnabasTruman"] is the [http://www.math.ucdavis.edu/~phoenix/index23.html TA] for this class. Offered whenever the year in the [wiki:wikipedia:"Discordian calendar" Erisian reckoning of time] doesn't relate to the number five<span>&nbsp;in any way whatsoever.</span> </td> <td> <span>+</span> '''23 - Introduction to Numerology'''. Covers the early history of numerology, the basics of theoretical numerology, and a few important applications. Sometimes ["BarnabasTruman"] is the [http://www.math.ucdavis.edu/~phoenix/index23.html TA] for this class. Offered whenever the year in the [wiki:wikipedia:"Discordian calendar" Erisian reckoning of time] doesn't relate to the <span>[wiki:wikipedia:"Discordianism#The_Law_of_Fives"</span>number five<span>] in any way whatsoever.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-10-02 17:13:08WilliamLewisLink fix. Making the spoofiness clearer. <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 52: </td> <td> Line 52: </td> </tr> <tr> <td> <span>-</span> '''23 - Introduction to Numerology'''. Covers the early history of numerology, the basics of theoretical numerology, and a few important applications. Sometimes ["BarnabasTruman"] is the [http://www.math.ucdavis.edu/~phoenix/ TA] for this class. </td> <td> <span>+</span> '''23 - Introduction to Numerology'''. Covers the early history of numerology, the basics of theoretical numerology, and a few important applications. Sometimes ["BarnabasTruman"] is the [http://www.math.ucdavis.edu/~phoenix/<span>index23.html</span> TA] for this class.<span>&nbsp;Offered whenever the year in the [wiki:wikipedia:"Discordian calendar" Erisian reckoning of time] doesn't relate to the number five in any way whatsoever.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-10-02 15:08:29MattHhedited 25, 67 to reflect material, also these are no longer "new" courses <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 54: </td> <td> Line 54: </td> </tr> <tr> <td> <span>- '''25 - Advanced Calculus (replaces course 127A as of F2006)'''. A new transition course that no longer requires 108. Leads into the 125AB series.<br> - <br> - '''67 - Advanced Linear Algebra (new course as of F2006)'''. Course catalog isnt out yet, but word has it 22a is now for engineers and 67 is for math majors. --["MattHh"]</span> </td> <td> <span>+ '''25 - Advanced Calculus'''. A course that gives the fundamentals necessary for Real Analysis. Topics cover: sets, induction, infimum, supremum, sequences, series, proof writing, and some more properties of real numbers. This is a proof oriented class, that leads into uper division math.<br> + <br> + '''67 - Advanced Linear Algebra'''. Similar to 22a but more theory oriented. Expect to see plenty of proofs on your tests, as this class is meant to lead into upper division mathematics</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-07-11 00:14:47MattHh125AB now reflects the new material better <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 86: </td> <td> Line 86: </td> </tr> <tr> <td> <span>-</span> '''119B - Ordinary Differential Equations'''. This class focusses on chaotic differential equations, maps, and fractals (<span>+ </span>some proffessors add a veriety of topics that may have been skimmed over in 119A). Eventhough this course holds the majority of the interesting material on dynamical systems, most grad students do not continue on to 119B (mainly because it is not required). As a result the class is often small and intiment. Depending on the professor this course may contain some programing, although no serious programing experience is expected. </td> <td> <span>+</span> '''119B - Ordinary Differential Equations'''. This class focusses on chaotic differential equations, maps, and fractals (some proffessors add a veriety of topics that may have been skimmed over in 119A). Eventhough this course holds the majority of the interesting material on dynamical systems, most grad students do not continue on to 119B (mainly because it is not required). As a result the class is often small and intiment. Depending on the professor this course may contain some programing, although no serious programing experience is expected. </td> </tr> <tr> <td> Line 91: </td> <td> Line 91: </td> </tr> <tr> <td> <span>-</span> '''125AB - Real Analysis (replace courses 127BC as of F2006)'''. This a series in elementary real analysis. This means that a lot of the material <span>(in </span>A <span>and </span>B<span>) will</span> b<span>e familiar to you from your previous courses</span>, <span>but will be set in a much more rigorous framework and worked with from there. The C course, which non-Grad track majors do not have to take,</span> focuses on developing more advanced topics in elementary analysis such as the total derivative (or Frechet derivative), the implicit/inverse function theorems, <span>chan</span>ge of variables<span>, and differential forms</span>. </td> <td> <span>+</span> '''125AB - Real Analysis (replace courses 127BC as of F2006)'''. This <span>is </span>a series in elementary real analysis. This means that a lot of the material <span>&nbsp;will be familiar to you from your previous courses but will be set in a much more rigorous framework and worked with from there. 125</span>A <span>will relate to material covered in 21A and 125</span>B<span>&nbsp;will relate to material covered in 21BCD and will also use tools learned in 22A/67. After covering</span> b<span>asic 1D integration</span>, <span>the B course</span> focuses on developing more advanced topics in elementary analysis such as the total derivative (or Frechet derivative), the implicit/inverse function theorems, <span>jordan re</span>g<span>ions, multivariate integration, and chang</span>e of variables. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-06-13 11:38:24MattHh119b comment <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 86: </td> <td> Line 86: </td> </tr> <tr> <td> <span>- '''119B - Ordinary Differential Equations'''. This class focusses on Chaos and how it relates to non-chaotical systems, maps, and fractals. Most grad students seem to not continue on to this course, which tends to hold the majority of the interesting material. Depending on the professor this course may contain some programing.</span> </td> <td> <span>+ '''119B - Ordinary Differential Equations'''. This class focusses on chaotic differential equations, maps, and fractals (+ some proffessors add a veriety of topics that may have been skimmed over in 119A). Eventhough this course holds the majority of the interesting material on dynamical systems, most grad students do not continue on to 119B (mainly because it is not required). As a result the class is often small and intiment. Depending on the professor this course may contain some programing, although no serious programing experience is expected.<br> + *this is by far the highlight of the two part series. A lot of what you learn in 119A is applied to more interesting systems. Maps are introduced and explored. This class tends to be small and hence it is often more project/exploritory oriented. If you are an applied math major this may be one of the more important classes you take. this is because if you get the right professor you will get to do a project related to your field of application. In spring 2007 Dr. Biello did a wonderfull job of engaging this class in the material. If you didn't hate 119A, i urge you to continue, becuase it got a lot more fun second quarter.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-06-04 22:41:25MattHhadded 189, updated special topics <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 165: </td> <td> Line 165: </td> </tr> <tr> <td> <span>- '''180 - Special Topics'''. None offered for fall 2005</span> </td> <td> <span>+ '''180 - Special Topics'''. tentitively Dr. Angela Cheer will be teaching one Fall 2007 (topic not released yet)</span> </td> </tr> <tr> <td> Line 168: </td> <td> Line 168: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + '''189 - Advanced Problem Solving''' - Generally students learn to solve advanced problems in various areas of pure mathematics. Quite often former Putnum problems are used.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-06-04 22:32:36MattHhmath 121 no longer offered (merged into 129) <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 88: </td> <td> Line 88: </td> </tr> <tr> <td> <span>- '''121 - Advanced Analysis for the Sciences'''. This course fills the gap for those who need to learn tools like Fourier series and Fourier transforms but cannot afford the time to take 119 and 118.<br> - </span> </td> <td> </td> </tr> <tr> <td> Line 96: </td> <td> Line 94: </td> </tr> <tr> <td> <span>- '''129 - Fourier Analysis (new course as of F2006)'''.</span> </td> <td> <span>+ '''129 - Fourier Analysis (new course as of F2006)'''. This course fills the gap for those who need to learn tools like Fourier series and Fourier transforms but cannot afford the time to take 119 and 118.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-06-04 22:30:06MattHhadded math 124 <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 90: </td> <td> Line 90: </td> </tr> <tr> <td> </td> <td> <span>+ '''124 - Mathematical Biology'''. This course focusses on the mathematics used to model many biological systems. Topics tend to include a lot of differential equations and linear algebra, with applications to cell biology, neurobiology, and ecology.<br> + </span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-04-03 23:54:51AndreyGoder(quick edit) <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 100: </td> <td> Line 100: </td> </tr> <tr> <td> <span>- '''135B (132A prior to F2006) - Stochastic Processes'''.</span> </td> <td> <span>+ '''135B (132A prior to F2006) - Stochastic Processes'''. A continuation of 135A in the direction of stochastic processes, i.e. those that change randomly with time. Covers branching processes, Markov chains.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-04-03 23:49:49AndreyGoder(quick edit) <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 92: </td> <td> Line 92: </td> </tr> <tr> <td> <span>-</span> '''128ABC - Numerical Analysis'''. This is not a "series" and can be taken in any order. The topics differ but all focus on developing algorithmic methods of solving mathematical problems. Involves <span>programming.</span> </td> <td> <span>+</span> '''128ABC - Numerical Analysis'''. This is not a "series" and can be taken in any order. The topics differ but all focus on developing algorithmic methods of <span>numerically </span>solving <span>or approximating </span>mathematical problems. <span>Examples include spline interpolation and numerical differentiation and integration. </span>Involves <span>a fair amount of programming in MATLAB.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-03-29 09:05:28MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 13: </td> <td> Line 13: </td> </tr> <tr> <td> <span>-</span> Within the B.S., students must choose a track within the major that decides the course of upper-division study. The tracks are "Preparation for Graduate Study in Mathematics" (for new catalog this plan is now called general), "Mathematical and Scientific Computation", "Applied Mathematics", "Mathematics for Secondary Teaching", and "General Mathematics" (now phased out under the new catalog). Basically, if you want to go to graduate school for pure Mathematics (or something very close, such as Theoretical Physics), then the Grad-track is the only track you should consider. The Computational track with a computing emphasis seems to attrack a lot of students from computer science who wish to double-major in Mathematics. However, the computational track also has a biology emphasis option. This particular emphasis attracks people who like the interface between computers, mathematics and biology. The other option for those who are interested in mathematical biology is taking any of the three graduate research oriented tracks (grad theory, applied, or scientific computation with a biology emphasis) and minor in ["Quantitative biology and bioinformatics"]. The applied track focusses more on the theory behind solving problems in <span>various specialty fields</span> (biology, physics, economics...), while the computational track emphasizes the computer programing used to solve such problems. </td> <td> <span>+</span> Within the B.S., students must choose a track within the major that decides the course of upper-division study. The tracks are "Preparation for Graduate Study in Mathematics" (for new catalog this plan is now called general), "Mathematical and Scientific Computation", "Applied Mathematics", "Mathematics for Secondary Teaching", and "General Mathematics" (now phased out under the new catalog). Basically, if you want to go to graduate school for pure Mathematics (or something very close, such as Theoretical Physics), then the Grad-track is the only track you should consider. The Computational track with a computing emphasis seems to attrack a lot of students from computer science who wish to double-major in Mathematics. However, the computational track also has a biology emphasis option. This particular emphasis attracks people who like the interface between computers, mathematics and biology. The other option for those who are interested in mathematical biology is taking any of the three graduate research oriented tracks (grad theory, applied, or scientific computation with a biology emphasis) and minor in ["Quantitative biology and bioinformatics"]. The applied track focusses more on the theory behind solving problems in <span>the specialty field of your interest</span> (biology, physics<span>, engineering</span>, economics...), while the computational track emphasizes the computer programing used to solve such problems. </td> </tr> <tr> <td> Line 84: </td> <td> Line 84: </td> </tr> <tr> <td> <span>-</span> '''119A<span>B</span> - Ordinary Differential Equations'''. ODE's are a vital part of most sciences. This is sometimes referred to as "the Phase-plane class." It focuses on phase planes, stability of fixed points, classification of singularities, and various other forms of analyzing ODE's. About half of the class is generally composed of bored applied math graduate students. </td> <td> <span>+</span> '''119A - Ordinary Differential Equations'''. ODE's are a vital part of most sciences. This is sometimes referred to as "the Phase-plane class." It focuses on phase planes, stability of fixed points, classification of singularities, and various other forms of analyzing ODE's. About half of the class is generally composed of bored applied math graduate students.<span><br> + <br> + '''119B - Ordinary Differential Equations'''. This class focusses on Chaos and how it relates to non-chaotical systems, maps, and fractals. Most grad students seem to not continue on to this course, which tends to hold the majority of the interesting material. Depending on the professor this course may contain some programing.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-03-29 08:58:29MattHhchanged the requirements to reflect the new catalog <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>-</span> The Grad Track requires completion of the 12<span>7 and</span> 150 series. Computational/Applied require<span>s completion o</span>f<span>&nbsp;no particular</span> track, but <span>most take the 149 series. Teaching</span> require<span>s either the 149 series or 150A,</span>B (<span>not </span>C)<span>,</span> b<span>ut most in the track take the number theory courses (115)</span>.<br> <span>-</span> <br> <span>-</span> There are three main graduate programs: Pure Mathematics (M.A. and Ph.D.), Applied Mathematics (M.S. and Ph.D.), and Teaching Mathematics (M.A.T.). All students must take the MAT 201 series in their first year. Those in the pure track must also take MAT 250AB. Those in the applied track must take MAT 119A, an undergraduate class. </td> <td> <span>+</span> The Grad Track requires completion of the 12<span>5 series, the</span> 150 series<span>, 135A and 185A</span>. Computational/Applied <span>tracks </span>require<span>&nbsp;the 125 series, 150A, and 135A. 185A is also required </span>f<span>or the applied</span> track, but <span>not the computational track. Both the applied and computational track</span> require<span>&nbsp;the completion of 128A</span>B (<span>computational must also complete 128</span>C)<span>. Teaching requires the 125 series, 111, 115A, 135A, 141, and 150A. After taking these required classes for the specific track, one may choose</span> b<span>etween several restricted classes for the completion of their major</span>.<br> <span>+</span> <br> <span>+</span> There are three main graduate programs: Pure Mathematics (M.A. and Ph.D.), Applied Mathematics (M.S. and Ph.D.), and Teaching Mathematics (M.A.T.). <span>&nbsp;However, the math department is fading the M.A.T. program out. </span>All students must take the MAT 201 series in their first year. Those in the pure track must also take MAT 250AB. Those in the applied track must take MAT 119A, an undergraduate class. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-03-29 01:45:06MattHhAB language requirement <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 11: </td> <td> Line 11: </td> </tr> <tr> <td> <span>-</span> The Math department offers A.B. and B.S. degrees, as well as a minor. The difference between the A.B. and B.S. is, as usual, the A.B. degree has less strict guidelines for courses as well as having less courses required (usually). The A.B. degree is probably better suited for students pursuing another major or those who wish to tailor a more unique upper division program. The minor is simply 20 units in upper division courses. </td> <td> <span>+</span> The Math department offers A.B. and B.S. degrees, as well as a minor. The difference between the A.B. and B.S. is, as usual, the A.B. degree has less strict guidelines for courses as well as having less courses required (usually). The A.B. degree is probably better suited for students pursuing another major or those who wish to tailor a more unique upper division program. <span>Do not forget to fulfill the three quarter foreign language requirement if you plan on getting an A.B. </span>The minor is simply 20 units in upper division courses. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2007-03-29 01:39:41MattHhapplied math and scientific computing are 2 different tracks <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 13: </td> <td> Line 13: </td> </tr> <tr> <td> <span>-</span> Within the B.S., students must choose a track within the major that decides the course of upper-division study. The tracks are "Preparation for Graduate Study in Mathematics"<span>, "Computational and Applied Mathematics"</span>, "Mathematics for Secondary Teaching", and "General Mathematics.<span>"</span> Basically, if you want to go to graduate school for Mathematics (or something very close, such as Theoretical Physics), then the Grad-track is the only track you should consider. The Computational<span>/Applied</span> track <span>seems to consist mostly</span> of students from <span>other </span>major<span>s who wish to dou</span>b<span>le-major in Mathematics, especially Computer Science</span>. <span>It also has a choi</span>ce between <span>a computing emphasis or a</span> biology<span>&nbsp;emphasis</span>. <span>However,</span> those who are interested in mathematical biology <span>should consider</span> taking <span>the gra</span>d track<span>&nbsp;and minoring</span> in ["Quantitative biology and bioinformatics"]. The Teaching track is, well, for those who wish to become High School/lower teachers. The program doesn't incorporate getting teaching credentials, but that's something you have to do on your own. </td> <td> <span>+</span> Within the B.S., students must choose a track within the major that decides the course of upper-division study. The tracks are "Preparation for Graduate Study in Mathematics"<span>&nbsp;(for new catalog this plan is now called general)</span>, "Mathematic<span>al and Scientific Computation", "Applied Mathematics", "Mathematic</span>s for Secondary Teaching", and "General Mathematics<span>" (now phased out under the new catalog)</span>. Basically, if you want to go to graduate school for <span>pure </span>Mathematics (or something very close, such as Theoretical Physics), then the Grad-track is the only track you should consider. The Computational track <span>with a computing emphasis seems to attrack a lot</span> of students from <span>computer science who wish to double-</span>major<span>&nbsp;in Mathematics. However, the computational track also has a </span>b<span>iology emphasis option</span>. <span>This particular emphasis attracks people who like the interfa</span>ce between <span>computers, mathematics and</span> biology. <span>The other option for</span> those who are interested in mathematical biology <span>is</span> taking <span>any of the three graduate research oriente</span>d track<span>s (grad theory, applied, or scientific computation with a biology emphasis) and minor</span> in ["Quantitative biology and bioinformatics"]. The <span>applied track focusses more on the theory behind solving problems in various specialty fields (biology, physics, economics...), while the computational track emphasizes the computer programing used to solve such problems.<br> + <br> + </span>T<span>he T</span>eaching track is, well, for those who wish to become High School/lower teachers. The program doesn't incorporate getting teaching credentials, but that's something you have to do on your own.<span>&nbsp;&nbsp;However, if you are interested in teaching you should consider the ["MAST"] program or working as a group tutor at the learning skills center, to give you some experience.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-12-14 23:34:59MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 51: </td> <td> Line 51: </td> </tr> <tr> <td> <span>- * i dont think this course exists anymore.</span> </td> <td> </td> </tr> <tr> <td> Line 61: </td> <td> Line 60: </td> </tr> <tr> <td> <span>-</span> '''111 - History of Mathematics''' Dont be fooled by the title. If you are a history major with no backround in math do not take this course, there is actually a lot of math involved<span>&nbsp;in this course</span>, just not as much as other upper division math courses. Students learn some ancient cultures math and then the history of western math through the later half of the millenium. </td> <td> <span>+</span> '''111 - History of Mathematics''' Dont be fooled by the title. If you are a history major with no backround in math do not take this course, there is actually a lot of math involved, just not as much as other upper division math courses. Students learn some ancient cultures math and then the history of western math through the later half of the millenium. </td> </tr> <tr> <td> Line 77: </td> <td> Line 76: </td> </tr> <tr> <td> <span>-</span> '''118A - Partial Differential Equations'''. You learn <span>the </span>some<span>&nbsp;basic</span> methods of solving basic, special-case, PDEs. Also covers classical Fourier series indepth for the last couple weeks of class. </td> <td> <span>+</span> '''118A - Partial Differential Equations'''. You learn some methods of solving basic, special-case, PDEs. Also covers classical Fourier series indepth for the last couple weeks of class. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-12-12 08:34:45JabberWokkyLinkage, reformat <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 24: </td> <td> Line 24: </td> </tr> <tr> <td> <span>- </span>Abigail Thompson [http://www.math.ucdavis.edu/~thompson]<br> <span>-</span> <br> <span>- </span> * I had her for Math 127B and liked her a lot, her tests were kinda on the easy side though :) ["BryanBell"]<br> <span>-</span> <br> <span>- </span>Craig Tracy [http://www.math.ucdavis.edu/~tracy]<br> <span>-</span> <br> <span>- </span> * Clever man. I took 22B and 131 with him, and he went extremely in depth with those courses, using real-world examples from engineering and physics. It was slightly terrifying. The 131 class went full-bore with derivations, clearly a learn-or-die situation, requiring a blue book for the final. But when we got there for the final showdown, and he passed out the test, we saw that it was just 20 multiple-choice questions, no written section at all. Easy... ''too'' easy. Turns out he had been watching the TAs threatening to strike that week, and he didn't want to risk having to grade all those written tests himself. -- ["EricTalevich"] </td> <td> <span>+ <br> + '''</span>Abigail Thompson<span>''' -- ["Math 127B"],</span> [http://www.math.ucdavis.edu/~thompson]<br> <span>+</span> <br> <span>+</span> * I had her for Math 127B and liked her a lot, her tests were kinda on the easy side though :) ["BryanBell"]<br> <span>+</span> <br> <span>+ '''</span>Craig Tracy<span>''' -- ["Math 22B"], ["Math 131"],</span> [http://www.math.ucdavis.edu/~tracy]<br> <span>+</span> <br> <span>+</span> * Clever man. I took 22B and 131 with him, and he went extremely in depth with those courses, using real-world examples from engineering and physics. It was slightly terrifying. The 131 class went full-bore with derivations, clearly a learn-or-die situation, requiring a blue book for the final. But when we got there for the final showdown, and he passed out the test, we saw that it was just 20 multiple-choice questions, no written section at all. Easy... ''too'' easy. Turns out he had been watching the TAs threatening to strike that week, and he didn't want to risk having to grade all those written tests himself. -- ["EricTalevich"]<span><br> + <br> + '''["Christopher Tuffley"]''' -- ["Math 22A"]</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-10-05 14:28:40DavidPoole <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 42: </td> <td> Line 42: </td> </tr> <tr> <td> </td> <td> <span>+ * "This class requires concurrent enrollment in 22AL, or alternatively Engineering 6. --["DavidPoole"]</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-28 02:52:04PaulCernea <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 131: </td> <td> Line 131: </td> </tr> <tr> <td> <span>-</span> In 150 you study "groups", which have + and - and 0. The addition is associative, but it might not be commutative (A + B doesn't equal B + A in general). Groups are important because they act--as rotations, as reflections, as rigid motions. In general they act as some kind of mapping. In fact, any element in a group acts as a permutation of <span>its own elements.</span> </td> <td> <span>+</span> In 150 you study "groups", which have + and - and 0. The addition is associative, but it might not be commutative (A + B doesn't equal B + A in general). Groups are important because they act--as rotations, as reflections, as rigid motions. In general they act as some kind of mapping. In fact, any element in a group acts as a permutation of <span>that group's elements.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-27 23:52:10PaulCernea <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 107: </td> <td> Line 107: </td> </tr> <tr> <td> <span>-</span> Topology allows us to define connectedness. A topological space is "connected" if its only closed and open<span>&nbsp;subsets</span> are the whole space and the empty set. </td> <td> <span>+</span> Topology allows us to define connectedness. A topological space is "connected" if its only <span>subsets that are both </span>closed and open are the whole space and the empty set. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-27 23:44:33PaulCernea <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 143: </td> <td> Line 143: </td> </tr> <tr> <td> <span>-</span> This is not to say that topology does not contribute to algebra. The<span>r</span>e<span>&nbsp;is </span>a theorem to the <span>f</span>o<span>llowi</span>n<span>g</span> <span>effect. Ever</span>y subgroup of a free group <span>is</span> <span>i</span>tsel<span>f</span> free<span>. The proof of this is topological. Now consider differential topology--the study of differenti</span> </td> <td> <span>+</span> This is not to say that topology does not contribute to algebra. The<span>&nbsp;fundam</span>e<span>nt</span>a<span>l</span> theorem <span>of algebra can be proved by </span>to<span>pology. So can</span> the on<span>e</span> <span>sa</span>y<span>s:</span> subgroup<span>s</span> of a free group <span>are</span> t<span>hem</span>sel<span>ves</span> free<span>!</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-27 23:39:42PaulCernea <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 101: </td> <td> Line 101: </td> </tr> <tr> <td> <span>-</span> '''147 - Topology'''. This is a basic course on point-set and combinatorial topology. Topology generalizes the important ideas from analysis/calculus into a more abstract setting. Instead of having a notion of exact distance, you now only have a notion of "closeness". </td> <td> <span>+</span> '''147 - Topology'''. This is a basic course on point-set and combinatorial topology. Topology generalizes the important ideas from analysis/calculus into a more abstract setting. Instead of having a notion of exact distance, you now only have a notion of "closeness".<span>&nbsp;&nbsp;Intuitively, the closer two points are together, the more "open sets" contain both of them.</span> </td> </tr> <tr> <td> Line 103: </td> <td> Line 103: </td> </tr> <tr> <td> <span>-</span> You describe a topological space by defining what its "open sets" are. Intuitively, these correspond to open intervals like (0,1) and (5, 15) in the real line. The open sets have to obey certain rules, and this makes their definition into a formal game. Sometimes, you don't define all the open sets. You just define a subcollection or "basis" that generates the open sets. Th<span>is corresponds</span> to open balls in analysis. </td> <td> <span>+</span> You describe a topological space by defining what its "open sets" are. Intuitively, these correspond to open intervals like (0,1) and (5, 15) in the real line. The open sets have to obey certain rules, and this makes their definition into a formal game. Sometimes, you don't <span>have to </span>define all the open sets. You just define a subcollection or "basis" that generates the open sets. Th<span>ese correspond</span> to open balls in analysis. </td> </tr> <tr> <td> Line 105: </td> <td> Line 105: </td> </tr> <tr> <td> <span>-</span> A <span>closed set</span> is the complement of an open set. Intuitively, a closed set contains its boundary (if the boundary exists). Closed subsets of the real line are [0,1] and [5,15], for example. There's more to closed sets than just being the complement of open sets. If you take any convergent sequence in the closed set, the limit must also be in the closed set. This is an alternate way to define closed sets. </td> <td> <span>+</span> A <span>"closed set"</span> is the complement of an open set. Intuitively, a closed set contains its boundary (if the boundary exists). Closed subsets of the real line are [0,1] and [5,15], for example. There's more to closed sets than just being the complement of open sets. If you take any convergent sequence in the closed set, the limit must also be in the closed set. This is an alternate way to define closed sets. </td> </tr> <tr> <td> Line 126: </td> <td> Line 126: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + Abstract algebra is the study of sets with operations on them that behave roughly like our usual addition (+), subtraction (-), multiplication (*), and division (/). Thus, we study algebra in an abstract setting, not just the ring of integers or the field of real numbers--hence the name. From now on, we'll speak about algebra, leaving out the word abstract. This is appropriate, because to understand our usual algebra in a structured manner, it is necessary to study abstract algebra.<br> + <br> + An algebraic structure you have already studied is the vector space from linear algebra. These are very rigid structures algebraically. For instance, every vector space has a basis. In general algebra this is not true. Structures with a basis are called "free", and they are difficult to classify.<br> + <br> + In 150 you study "groups", which have + and - and 0. The addition is associative, but it might not be commutative (A + B doesn't equal B + A in general). Groups are important because they act--as rotations, as reflections, as rigid motions. In general they act as some kind of mapping. In fact, any element in a group acts as a permutation of its own elements.<br> + <br> + One studies groups by understanding its "subgroups"--smaller groups embedded into the mother group. One can also observe transformations between groups. It turns out that these points of view are equivalent.<br> + <br> + Later on you study rings. These are groups where the addition commutes. Furthemore there is multiplication (*) but not necessarily division. Also (AB = BA) might not be true. Therefore, square matrices form a ring. The quintessential ring is the ring of integers. In fact, ring theory is like a generalized, organized version of number theory.<br> + <br> + Finally, in 150 C you study fields. These are rings with commutative multiplication and division (/) except for division by 0. Because they carry so much structure, fields are very rigid. Vector spaces are built over a field, that is why they are so inflexible. (Modules, on the other hand, are just built over rings. Their structure is more flexible, their study more rich.)<br> + <br> + Galois Theory attempts to understand fields that extend a given field F, and are subfields of an extension field K. So they are wedged between F and K. The Fundamental Theorem says that one can reduce this to the study of groups. The group of field transformations from K to itself that leave elements of F unchanged. This is the original setting in which groups were studied. Galois, the originator of this theory, was shot in the stomach in a duel. He died at 20.<br> + <br> + Algebra is crucial for the study of topology. Choose a point * in a topological space. The loops that contain * form a group, Poincare's Fundamental Group. Consider two loops the same if you can continuously deform one to another. On the sphere, every loop can be shrunk to a point. Thus the sphere has the trivial one-element fundamental group. The circle, on the other hand, has for its Fundamental Group, the free group on one generator. This counts how many times a loop winds about the circle.<br> + <br> + This is not to say that topology does not contribute to algebra. There is a theorem to the following effect. Every subgroup of a free group is itself free. The proof of this is topological. Now consider differential topology--the study of differenti</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-27 22:21:32PaulCernea <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 67: </td> <td> Line 67: </td> </tr> <tr> <td> <span>- The philosophical implications of the course are profound. Differential geometry provides a context in which one can study many kinds of geometry beyond the Euclidean geometry of high school. Other geometries will often be weird and interesting. For example, if you look at the geometry on a sphere, you can take the great circles (equators of the sphere) to be your straight lines. Then, in a small enough region, the straight lines will be the paths that minimize distance between points. That's to be expected. But two straight lines will always intersect (parallel or not)! It is the differential calculus that allows one to look at the geometry in a convenient way.</span> </td> <td> <span>+ The philosophical implications of the course are profound. Differential geometry provides a context in which one can study many kinds of (non-Euclidean) geometries through the lens of calculus. Geometries will often be weird and interesting. For example, if let's look at the geometry on a sphere. A differential equation tells us that the great circles (equators of the sphere) are the analogs of straight lines. Thus, in a small enough region, the straight lines will be the paths that minimize distance between points. That's the same as in Euclidean geometry. On the other hand, two different equators will always intersect, so there are no "parallel" lines in the geometry of the sphere. Because the heavy machinery of differential calculus is used, such geometric calculations can be made in an efficient manner. It is much easier to see what goes on, than if the elegant, though cumbersome, axiomatic method of Euclid were the main tool.</span> </td> </tr> <tr> <td> Line 69: </td> <td> Line 69: </td> </tr> <tr> <td> <span>- This class studies curves and surfaces, but this is only the beginning of differential geometry. When we speak about a curve, we are considering a one-dimensional object embedded in our three-dimensional space. When we talk about a surface, we are considering something two-dimensional embedded in three-dimensional space. But we only put the three-dimensional space in because we perceive ourselves to live in 3-D space, so that seems the most natural surrounding for our curve or surface. It was Riemann in the nineteenth century who first realized that we may divorce the curve and surface from the ambient 3-D space. Furthermore, why limit ourselves to 1- or 2-dimensional objects? We should consider n dimensions, as many as we want for a purpose at hand. Riemann called these n-dimensional surfaces, liberated from any ambient space, manifolds. Einstein's theory of General Relativity considers the space-time continuum to be a four-dimensional manifold. Gravity is curvature in the manifold, and particles under the influence of gravity follow the straight lines in the non-Euclidean geometry.</span> </td> <td> <span>+ This class studies curves and surfaces, but that is only the beginning of differential geometry. When we speak about a curve, we are considering a 1-dimensional object embedded in our 3-dimensional space. When we talk about a surface, we are considering something 2-dimensional embedded in 3-dimensional space. But we only put the 3-dimensional space in because we perceive ourselves to live in 3-D space, so that seems the most natural surrounding for our curve or surface.<br> + <br> + In the nineteenth century, Riemann first realized that we may divorce the curve and surface from the ambient 3-D space. Furthermore, why limit ourselves to 1- or 2-dimensional objects? We can consider 4, 5, or N dimensions--as many as we want for a purpose at hand. Riemann called these N-dimensional surfaces, liberated from any surrounding space, manifolds. Einstein's theory of General Relativity considers the space-time continuum to be a 4-dimensional manifold. Gravity is curvature in the manifold, and particles under the influence of gravity follow the straight lines in the non-Euclidean geometry.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-27 21:55:10PaulCernea <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 67: </td> <td> Line 67: </td> </tr> <tr> <td> <span>-</span> The philosophical imp<span>ortance of the course is</span> profound. Differential geometry provides a context in which one can study many kinds of geometry beyond the Euclidean geometry of high school. Other geometries will often be weird and interesting. For example, if you look at the geometry on a sphere, you can take the great circles (equators of the sphere) to be your straight lines. Then, in a small enough region, the straight lines will be the paths that minimize distance between points. That's to be expected. But two straight lines will always intersect (parallel or not)! It is the differential calculus that allows one to look at the geometry in a convenient way. </td> <td> <span>+</span> The philosophical imp<span>lications of the course are</span> profound. Differential geometry provides a context in which one can study many kinds of geometry beyond the Euclidean geometry of high school. Other geometries will often be weird and interesting. For example, if you look at the geometry on a sphere, you can take the great circles (equators of the sphere) to be your straight lines. Then, in a small enough region, the straight lines will be the paths that minimize distance between points. That's to be expected. But two straight lines will always intersect (parallel or not)! It is the differential calculus that allows one to look at the geometry in a convenient way. </td> </tr> <tr> <td> Line 99: </td> <td> Line 99: </td> </tr> <tr> <td> <span>- '''147 - Topology'''. This is a basic course on point-set and combinatorial topology.</span> </td> <td> <span>+ '''147 - Topology'''. This is a basic course on point-set and combinatorial topology. Topology generalizes the important ideas from analysis/calculus into a more abstract setting. Instead of having a notion of exact distance, you now only have a notion of "closeness".<br> + <br> + You describe a topological space by defining what its "open sets" are. Intuitively, these correspond to open intervals like (0,1) and (5, 15) in the real line. The open sets have to obey certain rules, and this makes their definition into a formal game. Sometimes, you don't define all the open sets. You just define a subcollection or "basis" that generates the open sets. This corresponds to open balls in analysis.<br> + <br> + A closed set is the complement of an open set. Intuitively, a closed set contains its boundary (if the boundary exists). Closed subsets of the real line are [0,1] and [5,15], for example. There's more to closed sets than just being the complement of open sets. If you take any convergent sequence in the closed set, the limit must also be in the closed set. This is an alternate way to define closed sets.<br> + <br> + Topology allows us to define connectedness. A topological space is "connected" if its only closed and open subsets are the whole space and the empty set.<br> + <br> + One central question of topology is, "When can a topological space be made into a metric space?" That is, when can we place a notion of distance on it? We can try to answer this question by examining the behavior of the real line (and other metric spaces). For instance, in a metric space, take two closed sets that are disjoint (i.e., their intersection is void). It is possible to surround each of them by an open set, so that the open sets are also disjoint. We call this "separating" the closed sets. This leads us to define separation axioms for arbitrary topological spaces--what kind of sets can be separated by open sets? The axiom just described is called "normality".<br> + <br> + The weakest separation axiom one can demand is that points be closed. Slightly stronger is the Hausdorff axiom--that one can separate points. Spaces are for the most part useless if they are not Hausdorff. The man Hausdorff was a great mathematician. He was Jewish, and when the Holocaust came about in Germany, he and his wife committed suicide to avoid being sent to a concentration camp.<br> + <br> + The next strongest axiom one can impose is "regularity". This means that one can separate points from closed sets. Urysohn's Metrization Theorem says that if a space is regular, and if it has a basis that can be arranged in a sequence (countable basis), then the space can be endowed with a metric. Urysohn was a brilliant mathematician whose spark was taken from us in a drowning accident.<br> + <br> + Maps between topological spaces that preserve topological structure are called "continuous functions". In fact, topology can be described as a study of continuity. Continuous maps that are continuously invertible are the equivalences between topological spaces. These are called "homeomorphisms". It is too ambitious to attempt to classify all topological spaces. A more tractable question is to try to classify spaces up to homeomorphic equivalence.<br> + <br> + It is rather straightforward to show that two spaces are homeomorphic. Simply construct a homeomorphism. The inverse question of showing that two spaces are not homeomorphic is much more difficult. Topological spaces are typically too complicated to allow direct proofs that two of them are not homeomorphic. One tries to reduce this to a problem in another field of mathematics, like abstract algebra. Poincare's fundamental group, defined for any topological space, is a first step in this direction. But that takes us away from point-set topology to the realm of algebraic topology.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-18 09:32:18MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 152: </td> <td> Line 152: </td> </tr> <tr> <td> <span>-</span> '''Evironmental Science 121 - Mathematical Ecology'''. Taught by Prof. Hastings, a Ph.D. in mathematics and member of the Graduate Group in Applied Math. this class is an undergraduate level course that introduces students to the concepts of mathematical ecology. this course seems more focussed on teaching students how to be effective modlers rather than mathematical methods. the pre-reqs for this course include math 16abc (or 17/21) and either bio 1b or 1<span>a</span>. i talked to the professor and it seems that the bio pre-reqs arnt that important if you are interested in the subject matter. </td> <td> <span>+</span> '''Evironmental Science 121 - Mathematical Ecology'''. Taught by Prof. Hastings, a Ph.D. in mathematics and member of the Graduate Group in Applied Math. this class is an undergraduate level course that introduces students to the concepts of mathematical ecology. this course seems more focussed on teaching students how to be effective modlers rather than mathematical methods. the pre-reqs for this course include math 16abc (or 17/21) and either bio 1b or 1<span>c</span>. i talked to the professor and it seems that the bio pre-reqs arnt that important if you are interested in the subject matter. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-18 09:30:36MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 154: </td> <td> Line 154: </td> </tr> <tr> <td> <span>-</span> '''Wildlife Fish and Ecology 122 - Population Biology'''. Like esp 121 this course i<span>n</span> undergraduate level and suited for both math and science majors. PDEs are used in this class but previous experience with them are not required. </td> <td> <span>+</span> '''Wildlife Fish and Ecology 122 - Population Biology'''. Like esp 121 this course i<span>s</span> undergraduate level and suited for both math and science majors. PDEs are used in this class but previous experience with them are not required. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-18 09:29:33MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 152: </td> <td> Line 152: </td> </tr> <tr> <td> </td> <td> <span>+ '''Evironmental Science 121 - Mathematical Ecology'''. Taught by Prof. Hastings, a Ph.D. in mathematics and member of the Graduate Group in Applied Math. this class is an undergraduate level course that introduces students to the concepts of mathematical ecology. this course seems more focussed on teaching students how to be effective modlers rather than mathematical methods. the pre-reqs for this course include math 16abc (or 17/21) and either bio 1b or 1a. i talked to the professor and it seems that the bio pre-reqs arnt that important if you are interested in the subject matter.<br> + <br> + '''Wildlife Fish and Ecology 122 - Population Biology'''. Like esp 121 this course in undergraduate level and suited for both math and science majors. PDEs are used in this class but previous experience with them are not required.<br> + </span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-18 09:19:50MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p>No differences found!</div> Mathematicshttp://daviswiki.org/Mathematics2006-09-18 09:18:27MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 157: </td> <td> Line 157: </td> </tr> <tr> <td> <span>-</span> * [<span>"</span>http://www.math.ucdavis.edu/research/vigre/reu<span>"</span> REU] - summer research in various mathematical fields </td> <td> <span>+</span> * [http://www.math.ucdavis.edu/research/vigre/reu REU] - summer research in various mathematical fields </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-18 09:17:36MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 157: </td> <td> Line 157: </td> </tr> <tr> <td> <span>-</span> * ["REU<span>"</span>] - summer research in various mathematical fields </td> <td> <span>+</span> * ["<span>http://www.math.ucdavis.edu/research/vigre/reu" </span>REU] - summer research in various mathematical fields </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-18 09:13:53MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 44: </td> <td> Line 44: </td> </tr> <tr> <td> </td> <td> <span>+ * taught by dr. john hunter, this may have been my favorite lower division class</span> </td> </tr> <tr> <td> Line 46: </td> <td> Line 47: </td> </tr> <tr> <td> </td> <td> <span>+ * i dont think this course exists anymore.</span> </td> </tr> <tr> <td> Line 53: </td> <td> Line 55: </td> </tr> <tr> <td> <span>-</span> '''108 - Introduction to Abstract Mathematics'''. This is perhaps the most talked-about course in the department. All Computer Science majors have to take this before they graduate, hence most of the people in the course are Computer Science majors. This is a "proof class" in the sense that you're supposed to learn how to give a good, rigorous mathematical argument. You can learn a lot in this class, but most people have bad experiences overall. There is a certain understandable level of anality (this isn't a word) that's given to the students after this class, but it is sometimes hard for students to learn that not every argument is given in strict propositional and existential quantifier terms. </td> <td> <span>+</span> '''108 - Introduction to Abstract Mathematics'''. This is perhaps the most talked-about course in the department. All Computer Science majors have to take this before they graduate, hence most of the people in the course are Computer Science majors. This is a "proof class" in the sense that you're supposed to learn how to give a good, rigorous mathematical argument. You can learn a lot in this class, but most people have bad experiences overall. There is a certain understandable level of anality (this isn't a word) that's given to the students after this class, but it is sometimes hard for students to learn that not every argument is given in strict propositional and existential quantifier terms.<span>&nbsp;&nbsp;Back when this class was required for all math majors, it was considered to be the weeder class. When taught by some professors the mean grade can be as low as a C-</span> </td> </tr> <tr> <td> Line 55: </td> <td> Line 57: </td> </tr> <tr> <td> <span>- '''111 - History of Mathematics'''</span> </td> <td> <span>+ '''111 - History of Mathematics''' Dont be fooled by the title. If you are a history major with no backround in math do not take this course, there is actually a lot of math involved in this course, just not as much as other upper division math courses. Students learn some ancient cultures math and then the history of western math through the later half of the millenium.</span> </td> </tr> <tr> <td> Line 91: </td> <td> Line 93: </td> </tr> <tr> <td> <span>-</span> '''141 - Euclidean Geometry'''. This course has typically been taught to be an axiomatic, slow, and through treatment of Euclidean geometry. In recent years it has incorporated much (if not most of the course) time to discussion of alternative geometries such as spherical and hyperbolic. </td> <td> <span>+</span> '''141 - Euclidean Geometry'''. This course has typically been taught to be an axiomatic, slow, and through treatment of Euclidean geometry. In recent years it has incorporated much (if not most of the course) time to discussion of alternative geometries such as spherical and hyperbolic.<span>&nbsp;&nbsp;the course starts with axiomatic rules and systems and then moves on to comparing and contrasting the axioms, theorems, and ideas in hyperbolic, euclidean, and spherical surfaces.</span> </td> </tr> <tr> <td> Line 107: </td> <td> Line 109: </td> </tr> <tr> <td> <span>-</span> '''165 - Math and Computers'''. This is another fun one, and fairly new to the program. This course mostly avoids the numerical methods covered in the 128 series and most engineering courses, and instead picks a few interesting algorithms to analyse and discuss: B-rule algorithm (simplex with Bland's rule), fast Fourier transform, some geometry, all relatively new and exciting stuff. There might not be an accompanying textbook.<span>&nbsp;I'm not sure if this course still exists, or if it was absorbed by 168 and other courses.</span> </td> <td> <span>+</span> '''165 - Math and Computers'''. This is another fun one, and fairly new to the program. This course mostly avoids the numerical methods covered in the 128 series and most engineering courses, and instead picks a few interesting algorithms to analyse and discuss: B-rule algorithm (simplex with Bland's rule), fast Fourier transform, some geometry, all relatively new and exciting stuff. <span>Basically the focus is the use of computers in checking and generating proofs. </span>There might not be an accompanying textbook. </td> </tr> <tr> <td> Line 112: </td> <td> Line 114: </td> </tr> <tr> <td> </td> <td> <span>+ * i took it this summer (2006) and it seemed like he may have got a little harder. the midterm was easy, 1/3 the class at 90/108 or better. Watch out for the final though it kicked booty someone got 200/200, next best was 160/200 and it went down hill from there with 1/3 of the class below 95/200.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-04 13:51:44MattLow <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 152: </td> <td> Line 152: </td> </tr> <tr> <td> <span>-</span> <span>=</span>= Undergraduate Research =<span>=</span><br> <span>-</span> * ["CLIMB"] - pa<span>ye</span>d research ($15/hr) in the field of mathematical biology </td> <td> <span>+</span> = Undergraduate Research =<br> <span>+</span> * ["CLIMB"] - pa<span>i</span>d research ($15/hr) in the field of mathematical biology </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-04 09:31:35MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 150: </td> <td> Line 150: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + <br> + == Undergraduate Research ==<br> + * ["CLIMB"] - payed research ($15/hr) in the field of mathematical biology<br> + * ["REU"] - summer research in various mathematical fields</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-03 23:20:02MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 13: </td> <td> Line 13: </td> </tr> <tr> <td> <span>-</span> Within the B.S., students must choose a track within the major that decides the course of upper-division study. The tracks are "Preparation for Graduate Study in Mathematics", "Computational and Applied Mathematics", "Mathematics for Secondary Teaching", and "General Mathematics." Basically, if you want to go to graduate school for Mathematics (or something very close, such as Theoretical Physics), then the Grad-track is the only track you should consider. The Computational/Applied track seems to consist mostly of students from other majors who wish to double-major in Mathematics, especially Computer Science. The Teaching track is, well, for those who wish to become High School/lower teachers. The program doesn't incorporate getting teaching credentials, but that's something you have to do on your own. </td> <td> <span>+</span> Within the B.S., students must choose a track within the major that decides the course of upper-division study. The tracks are "Preparation for Graduate Study in Mathematics", "Computational and Applied Mathematics", "Mathematics for Secondary Teaching", and "General Mathematics." Basically, if you want to go to graduate school for Mathematics (or something very close, such as Theoretical Physics), then the Grad-track is the only track you should consider. The Computational/Applied track seems to consist mostly of students from other majors who wish to double-major in Mathematics, especially Computer Science. <span>It also has a choice between a computing emphasis or a biology emphasis. However, those who are interested in mathematical biology should consider taking the grad track and minoring in ["Quantitative biology and bioinformatics"]. </span>The Teaching track is, well, for those who wish to become High School/lower teachers. The program doesn't incorporate getting teaching credentials, but that's something you have to do on your own. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-09-03 14:53:30MattLowspelling <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 13: </td> <td> Line 13: </td> </tr> <tr> <td> <span>-</span> Within the B.S., students must choose a track within the major that decides the course of upper-divison study. The tracks are "Preparation for Graduate Study in Mathematics", "Computational and Applied Mathematics", "Mathematics for Secondary Teaching", and "General Mathematics." Basically, if you want to go to graduate school for Mathematics (or something very close, such as Theoretical Physics), then the Grad-track is the only track you should consider. The Computational/Applied track seems to consist mostly of students from other majors who wish to double-major in Mathematics, especially Computer Science. The Teaching track is, well, for those who wish to become High School/lower teachers. The program doesn't incorporate getting teaching credentials, but that's something you have to do on your own. </td> <td> <span>+</span> Within the B.S., students must choose a track within the major that decides the course of upper-divis<span>i</span>on study. The tracks are "Preparation for Graduate Study in Mathematics", "Computational and Applied Mathematics", "Mathematics for Secondary Teaching", and "General Mathematics." Basically, if you want to go to graduate school for Mathematics (or something very close, such as Theoretical Physics), then the Grad-track is the only track you should consider. The Computational/Applied track seems to consist mostly of students from other majors who wish to double-major in Mathematics, especially Computer Science. The Teaching track is, well, for those who wish to become High School/lower teachers. The program doesn't incorporate getting teaching credentials, but that's something you have to do on your own. </td> </tr> <tr> <td> Line 37: </td> <td> Line 37: </td> </tr> <tr> <td> <span>-</span> '''22A - Linear Algebra'''. Starts from the very beginning: Matrix addition, dot products, cross products, inverses, Gaussian elimination, discriminants, eigenvalues and eigenvectors. An addi<span>d</span>tional 1-unit section in MATLAB (22AL) is often taken concurrently, in order to show beginning students the utter futility of the grunt work they do by hand. </td> <td> <span>+</span> '''22A - Linear Algebra'''. Starts from the very beginning: Matrix addition, dot products, cross products, inverses, Gaussian elimination, discriminants, eigenvalues and eigenvectors. An additional 1-unit section in MATLAB (22AL) is often taken concurrently, in order to show beginning students the utter futility of the grunt work they do by hand. </td> </tr> <tr> <td> Line 75: </td> <td> Line 75: </td> </tr> <tr> <td> <span>-</span> '''119AB - Ordinary Differential Equations'''. ODE's are a vital part of most sciences. This is ometimes referred to as "the Phase-plane class." It focuses on phase planes, stability of fixed points, classification of singularities, and various other forms of analyzing ODE's. About half of the class is generally composed of bored applied math graduate students. </td> <td> <span>+</span> '''119AB - Ordinary Differential Equations'''. ODE's are a vital part of most sciences. This is <span>s</span>ometimes referred to as "the Phase-plane class." It focuses on phase planes, stability of fixed points, classification of singularities, and various other forms of analyzing ODE's. About half of the class is generally composed of bored applied math graduate students. </td> </tr> <tr> <td> Line 101: </td> <td> Line 101: </td> </tr> <tr> <td> <span>-</span> * ''I just finished it and we covered up to section 31 in Munkres so it was all point-set. I recomend it for all math majors it made clear all the topology we covered in 127A and was a good complement to 127B since we co<span>n</span>vered convergence in a more general way. I think more material could be and should be covered in the class.'' ["BryanBell"] </td> <td> <span>+</span> * ''I just finished it and we covered up to section 31 in Munkres so it was all point-set. I reco<span>m</span>mend it for all math majors it made clear all the topology we covered in 127A and was a good complement to 127B since we covered convergence in a more general way. I think more material could be and should be covered in the class.'' ["BryanBell"] </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-06-04 09:31:53MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 93: </td> <td> Line 93: </td> </tr> <tr> <td> <span>-</span> '''145 - Combinatorics'''. This is supposed to be a fun class. You learn basic counting methods, and learn about generating functions and recurrence relations. </td> <td> <span>+</span> '''145 - Combinatorics'''. This is supposed to be a fun class. You learn basic counting methods, and learn about generating functions and recurrence relations.<span>&nbsp;&nbsp;Generally the last half of the class is spent on graph theory. You learn basic concepts about graphs, trees, optimum spanning trees, colorings, and bipartite graphs.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-06-01 01:53:20AndreyGoderFixed up some of the coming F2006 changes <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 47: </td> <td> Line 47: </td> </tr> <tr> <td> <span>- '''25 - advanced calculus(formerly course 127A)''' the math department has reworked the structure of classes offered. 25 no longer entails the math 108 or math 22a,b requirements. --["MattHh"]</span> </td> <td> <span>+ '''25 - Advanced Calculus (replaces course 127A as of F2006)'''. A new transition course that no longer requires 108. Leads into the 125AB series.</span> </td> </tr> <tr> <td> Line 49: </td> <td> Line 49: </td> </tr> <tr> <td> <span>-</span> '''67 - <span>a</span>dvanced <span>l</span>inear <span>a</span>lgebra (new course)'''. Corse catalog isnt out yet, but word has it 22a is now for engineers and 67 is for math majors. --["MattHh"] </td> <td> <span>+</span> '''67 - <span>A</span>dvanced <span>L</span>inear <span>A</span>lgebra (new course<span>&nbsp;as of F2006</span>)'''. Co<span>u</span>rse catalog isnt out yet, but word has it 22a is now for engineers and 67 is for math majors. --["MattHh"] </td> </tr> <tr> <td> Line 53: </td> <td> Line 53: </td> </tr> <tr> <td> <span>- '''108 - Introduction to Abstract Mathematics'''. This is perhaps the most talked-about course in the department. Most (all?) Computer Science majors have to take this before they graduate, hence most of the people in the course are Computer Science majors. This is a "proof class" in the sense that you're supposed to learn how to give a good, rigorous mathematical argument. You can learn a lot in this class, but most people have bad experiences overall. There is a certain understandable level of anality (this isn't a word) that's given to the students after this class, but it is sometimes hard for students to learn that not every argument is given in strict propositional and existential quantifier terms.</span> </td> <td> <span>+ '''108 - Introduction to Abstract Mathematics'''. This is perhaps the most talked-about course in the department. All Computer Science majors have to take this before they graduate, hence most of the people in the course are Computer Science majors. This is a "proof class" in the sense that you're supposed to learn how to give a good, rigorous mathematical argument. You can learn a lot in this class, but most people have bad experiences overall. There is a certain understandable level of anality (this isn't a word) that's given to the students after this class, but it is sometimes hard for students to learn that not every argument is given in strict propositional and existential quantifier terms.</span> </td> </tr> <tr> <td> Line 79: </td> <td> Line 79: </td> </tr> <tr> <td> <span>-</span> '''12<span>7</span>AB<span>C</span> (<span>now 25 advanced calculus &amp;</span> 12<span>5A,</span>B<span>&nbsp;- real analysis</span>)<span>&nbsp;- Advanced Calculus</span>'''. This a series in elementary real analysis. This means that a lot of the material (in A and B) will be familiar to you from your previous courses, but will be set in a much more rigorous framework and worked with from there. The C course, which non-Grad track majors do not have to take, focuses on developing more advanced topics in elementary analysis such as the total derivative (or Frechet derivative), the implicit/inverse function theorems, change of variables, and differential forms. </td> <td> <span>+</span> '''12<span>5</span>AB<span>&nbsp;- Real Analysis</span> (<span>replace courses</span> 12<span>7</span>B<span>C as of F2006</span>)'''. This a series in elementary real analysis. This means that a lot of the material (in A and B) will be familiar to you from your previous courses, but will be set in a much more rigorous framework and worked with from there. The C course, which non-Grad track majors do not have to take, focuses on developing more advanced topics in elementary analysis such as the total derivative (or Frechet derivative), the implicit/inverse function theorems, change of variables, and differential forms. </td> </tr> <tr> <td> Line 83: </td> <td> Line 83: </td> </tr> <tr> <td> <span>- '''131 (now 135A) - Probability Theory'''. Get intimate with Normal Distribution. Same thing as Statistics 131. the last statement is no longer true as of fall 2006</span> </td> <td> <span>+ '''129 - Fourier Analysis (new course as of F2006)'''.</span> </td> </tr> <tr> <td> Line 85: </td> <td> Line 85: </td> </tr> <tr> <td> <span>- '''132AB (now 135B) - Stochastic Processes'''</span> </td> <td> <span>+ '''133 - Mathematical Finance (new course as of F2006)'''. Will first be offered W2007.<br> + <br> + '''135A (131 prior to F2006) - Probability Theory'''. This is an introductory course in probability. Covers events, sample spaces, random variables, expectation, mean (and other moments), density, mass, and distribution functions (along with various examples of popular distributions), moment-generating and characteristic functions, and various limit theorems. There may be fairly complex/advanced examples presented. Now modified to differ from Statistics 131 (details pending).<br> + <br> + '''135B (132A prior to F2006) - Stochastic Processes'''.</span> </td> </tr> <tr> <td> Line 90: </td> <td> Line 94: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + '''146 - Algebraic Combinatorics (149A prior to F2006)'''.</span> </td> </tr> <tr> <td> Line 97: </td> <td> Line 103: </td> </tr> <tr> <td> <span>- '''149AB (now 146 and 148 i believe)- Discrete Mathematics'''. This is generally viewed as the "alternative to 150," but many students do end up taking some of both. You learn combinatorial, algebraic, and other methods that work with discrete structures. Basically, this course is a bit of combinatorics, a bit of algebra, and a bit of graph theory.</span> </td> <td> <span>+ '''148 - Discrete Mathematics (149B prior to F2006)'''.</span> </td> </tr> <tr> <td> Line 103: </td> <td> Line 109: </td> </tr> <tr> <td> <span>-</span> '''167 - Advanced Linear Algebra <span>(now applied linear algebra</span>)'''. Picks up the slack 22A left and covers the rest of the foundations: Vector spaces, matrix transformations (similarity, diagonalization, change of basis, orthogonalization), types of matrices, and other things that are likely to reappear in other courses, especially numerical analysis. </td> <td> <span>+</span> '''167 - A<span>pplied Linear Algebra (A</span>dvanced Linear Algebra <span>prior to F2006</span>)'''. Picks up the slack 22A left and covers the rest of the foundations: Vector spaces, matrix transformations (similarity, diagonalization, change of basis, orthogonalization), types of matrices, and other things that are likely to reappear in other courses, especially numerical analysis. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-05-18 13:14:20MattHh <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> <span>-</span> The department has been, and continues to be, home to many brilliant researchers. For a number of years [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], was a member of the faculty. Mikhail Khovanov was in the department when he developed the famous [wiki:WikiPedia:Khovanov_Homology homology theory] that bears his name. ["Wayne Rosing"] is a senior fellow involved with the [http://www.lsst.org/ Large Synoptic Survey Telescope]. Roger Wets, a professor in the department, is a managing editor of the [http://www.heldermann.de/JCA/jcacover.htm Journal of Convex Analysis]. A ["Mathematics ArXiv front"] and the ["Journal of Mathematical Physics"] are also run from within the department.<span>&nbsp;</span> </td> <td> <span>+</span> The department has been, and continues to be, home to many brilliant researchers. For a number of years [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], was a member of the faculty. Mikhail Khovanov was in the department when he developed the famous [wiki:WikiPedia:Khovanov_Homology homology theory] that bears his name. ["Wayne Rosing"] is a senior fellow involved with the [http://www.lsst.org/ Large Synoptic Survey Telescope]. Roger Wets, a professor in the department, is a managing editor of the [http://www.heldermann.de/JCA/jcacover.htm Journal of Convex Analysis]. A ["Mathematics ArXiv front"] and the ["Journal of Mathematical Physics"] are also run from within the department. </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>-</span> There are three main graduate programs: Pure Mathematics (M.A. and Ph.D.), Applied Mathematics (M.S. and Ph.D.), and Teaching Mathematics (M.A.T.). All students must take the MAT 201 series in their first year. Those in the pure track must also take MAT 250AB. Those in the applied track must take MAT 119A, an undergraduate class.<span>&nbsp;</span> </td> <td> <span>+</span> There are three main graduate programs: Pure Mathematics (M.A. and Ph.D.), Applied Mathematics (M.S. and Ph.D.), and Teaching Mathematics (M.A.T.). All students must take the MAT 201 series in their first year. Those in the pure track must also take MAT 250AB. Those in the applied track must take MAT 119A, an undergraduate class. </td> </tr> <tr> <td> Line 47: </td> <td> Line 47: </td> </tr> <tr> <td> </td> <td> <span>+ '''25 - advanced calculus(formerly course 127A)''' the math department has reworked the structure of classes offered. 25 no longer entails the math 108 or math 22a,b requirements. --["MattHh"]<br> + <br> + '''67 - advanced linear algebra (new course)'''. Corse catalog isnt out yet, but word has it 22a is now for engineers and 67 is for math majors. --["MattHh"]<br> + <br> + </span> </td> </tr> <tr> <td> Line 74: </td> <td> Line 79: </td> </tr> <tr> <td> <span>-</span> '''127ABC - Advanced Calculus'''. This a series in elementary real analysis. This means that a lot of the material (in A and B) will be familiar to you from your previous courses, but will be set in a much more rigorous framework and worked with from there. The C course, which non-Grad track majors do not have to take, focuses on developing more advanced topics in elementary analysis such as the total derivative (or Frechet derivative), the implicit/inverse function theorems, change of variables, and differential forms. </td> <td> <span>+</span> '''127ABC <span>(now 25 advanced calculus &amp; 125A,B - real analysis) </span>- Advanced Calculus'''. This a series in elementary real analysis. This means that a lot of the material (in A and B) will be familiar to you from your previous courses, but will be set in a much more rigorous framework and worked with from there. The C course, which non-Grad track majors do not have to take, focuses on developing more advanced topics in elementary analysis such as the total derivative (or Frechet derivative), the implicit/inverse function theorems, change of variables, and differential forms. </td> </tr> <tr> <td> Line 78: </td> <td> Line 83: </td> </tr> <tr> <td> <span>-</span> '''131 - Probability Theory'''. Get intimate with Normal Distribution. Same thing as Statistics 131. </td> <td> <span>+</span> '''131<span>&nbsp;(now 135A)</span> - Probability Theory'''. Get intimate with Normal Distribution. Same thing as Statistics 131.<span>&nbsp;&nbsp;the last statement is no longer true as of fall 2006</span> </td> </tr> <tr> <td> Line 80: </td> <td> Line 85: </td> </tr> <tr> <td> <span>-</span> '''132AB - Stochastic Processes''' </td> <td> <span>+</span> '''132AB<span>&nbsp;(now 135B)</span> - Stochastic Processes''' </td> </tr> <tr> <td> Line 84: </td> <td> Line 89: </td> </tr> <tr> <td> <span>-</span> '''145 - Combinatorics'''. This is supposed to be a fun class. You learn basic counting methods, and learn about generating functions and recurrence relations.<span>&nbsp;</span> </td> <td> <span>+</span> '''145 - Combinatorics'''. This is supposed to be a fun class. You learn basic counting methods, and learn about generating functions and recurrence relations. </td> </tr> <tr> <td> Line 86: </td> <td> Line 91: </td> </tr> <tr> <td> <span>-</span> '''147 - Topology'''. This is a basic course on point-set and combinatorial topology.<span>&nbsp;&nbsp;</span> </td> <td> <span>+</span> '''147 - Topology'''. This is a basic course on point-set and combinatorial topology. </td> </tr> <tr> <td> Line 90: </td> <td> Line 95: </td> </tr> <tr> <td> <span>-</span> * ''I just finished it and we covered up to section 31 in Munkres so it was all point-set. I recomend it for all math majors it made clear all the topology we covered in 127A and was a good complement to 127B since we convered convergence in a more general way. I think more material could be and should be covered in the class.'' ["BryanBell"]<span>&nbsp;</span> </td> <td> <span>+</span> * ''I just finished it and we covered up to section 31 in Munkres so it was all point-set. I recomend it for all math majors it made clear all the topology we covered in 127A and was a good complement to 127B since we convered convergence in a more general way. I think more material could be and should be covered in the class.'' ["BryanBell"] </td> </tr> <tr> <td> Line 92: </td> <td> Line 97: </td> </tr> <tr> <td> <span>-</span> '''149AB - Discrete Mathematics'''. This is generally viewed as the "alternative to 150," but many students do end up taking some of both. You learn combinatorial, algebraic, and other methods that work with discrete structures. Basically, this course is a bit of combinatorics, a bit of algebra, and a bit of graph theory. </td> <td> <span>+</span> '''149AB <span>(now 146 and 148 i believe)</span>- Discrete Mathematics'''. This is generally viewed as the "alternative to 150," but many students do end up taking some of both. You learn combinatorial, algebraic, and other methods that work with discrete structures. Basically, this course is a bit of combinatorics, a bit of algebra, and a bit of graph theory. </td> </tr> <tr> <td> Line 98: </td> <td> Line 103: </td> </tr> <tr> <td> <span>-</span> '''167 - Advanced Linear Algebra'''. Picks up the slack 22A left and covers the rest of the foundations: Vector spaces, matrix transformations (similarity, diagonalization, change of basis, orthogonalization), types of matrices, and other things that are likely to reappear in other courses, especially numerical analysis. </td> <td> <span>+</span> '''167 - Advanced Linear Algebra<span>&nbsp;(now applied linear algebra)</span>'''. Picks up the slack 22A left and covers the rest of the foundations: Vector spaces, matrix transformations (similarity, diagonalization, change of basis, orthogonalization), types of matrices, and other things that are likely to reappear in other courses, especially numerical analysis. </td> </tr> <tr> <td> Line 102: </td> <td> Line 107: </td> </tr> <tr> <td> <span>-</span> '''168 - Mathematical Programming'''. The first half of the course covers the simplex method and its applications. After that, interior-point methods are offered as an alternative or improvement for solving linear problems, and the last few weeks are spent on network flow problems, solved using network simplex methods. There are two programs assigned during the course, made easier by the fact that much of the necessary code is supplied by the textbook's author.<span>&nbsp;</span> </td> <td> <span>+</span> '''168 - Mathematical Programming'''. The first half of the course covers the simplex method and its applications. After that, interior-point methods are offered as an alternative or improvement for solving linear problems, and the last few weeks are spent on network flow problems, solved using network simplex methods. There are two programs assigned during the course, made easier by the fact that much of the necessary code is supplied by the textbook's author. </td> </tr> <tr> <td> Line 114: </td> <td> Line 119: </td> </tr> <tr> <td> <span>-</span> '''201ABC - Analysis'''. Roughly a continuation of 127 series. Taught by different professors from year to year, and sometimes from quarter to quarter. In 2004-2005, the courses covered most of chapters 1-11 in the textbook, [http://www.math.ucdavis.edu/~hunter/book/pdfbook.html Applied Analysis], written by Professors Hunter and Nachtergaele and available for free on the web.<span>&nbsp;</span> </td> <td> <span>+</span> '''201ABC - Analysis'''. Roughly a continuation of 127 series. Taught by different professors from year to year, and sometimes from quarter to quarter. In 2004-2005, the courses covered most of chapters 1-11 in the textbook, [http://www.math.ucdavis.edu/~hunter/book/pdfbook.html Applied Analysis], written by Professors Hunter and Nachtergaele and available for free on the web. </td> </tr> <tr> <td> Line 116: </td> <td> Line 121: </td> </tr> <tr> <td> <span>-</span> '''204 - Asymptotic Analysis'''. In Fall 2005, this course was taught by Yuri Suhov, a visiting professor from Cambridge. The text is usually J. David Logan's "Applied Mathematics," an excellent text whose title reflects the broad range of the course material. It is a fascinating (and possibly essential) course for anyone interested in differential equations and mathematical modeling.<span>&nbsp;</span> </td> <td> <span>+</span> '''204 - Asymptotic Analysis'''. In Fall 2005, this course was taught by Yuri Suhov, a visiting professor from Cambridge. The text is usually J. David Logan's "Applied Mathematics," an excellent text whose title reflects the broad range of the course material. It is a fascinating (and possibly essential) course for anyone interested in differential equations and mathematical modeling. </td> </tr> <tr> <td> Line 120: </td> <td> Line 125: </td> </tr> <tr> <td> <span>-</span> '''218AB (and sometimes C) - Partial Differential Equations'''. Taught by Prof. Shkoller, the department's PDE expert and funloving surfer, in odd years (eg: 2005-2006). An intense treatment of modern PDE theory in an arbitrary number of dimensions and shape of domain. In general, "modern theory" doesn't involve the actual solution of PDE's, but rather their analysis, meaning the determination of whether they have unique solutions.<span>&nbsp;</span> </td> <td> <span>+</span> '''218AB (and sometimes C) - Partial Differential Equations'''. Taught by Prof. Shkoller, the department's PDE expert and funloving surfer, in odd years (eg: 2005-2006). An intense treatment of modern PDE theory in an arbitrary number of dimensions and shape of domain. In general, "modern theory" doesn't involve the actual solution of PDE's, but rather their analysis, meaning the determination of whether they have unique solutions. </td> </tr> <tr> <td> Line 128: </td> <td> Line 133: </td> </tr> <tr> <td> <span>-</span> '''235ABC - Probability Theory'''. Taught in even years by statistics faculty, and in odd years by mathematics faculty. Rumored to be quite difficult.<span>&nbsp;</span> </td> <td> <span>+</span> '''235ABC - Probability Theory'''. Taught in even years by statistics faculty, and in odd years by mathematics faculty. Rumored to be quite difficult. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-02-07 02:58:38RoyWrightJMP <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> <span>-</span> The department has been, and continues to be, home to many brilliant researchers. For a number of years [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], was a member of the faculty. Mikhail Khovanov was in the department when he developed the famous [wiki:WikiPedia:Khovanov_Homology homology theory] that bears his name. ["Wayne Rosing"] is a senior fellow involved with the [http://www.lsst.org/ Large Synoptic Survey Telescope]. Roger Wets, a professor in the department, is a managing editor of the [http://www.heldermann.de/JCA/jcacover.htm Journal of Convex Analysis]. A ["Mathematics ArXiv front"] and the [<span>http://jmp.aip.org/ </span>Journal of Mathematical Physics] are also run from within the department. </td> <td> <span>+</span> The department has been, and continues to be, home to many brilliant researchers. For a number of years [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], was a member of the faculty. Mikhail Khovanov was in the department when he developed the famous [wiki:WikiPedia:Khovanov_Homology homology theory] that bears his name. ["Wayne Rosing"] is a senior fellow involved with the [http://www.lsst.org/ Large Synoptic Survey Telescope]. Roger Wets, a professor in the department, is a managing editor of the [http://www.heldermann.de/JCA/jcacover.htm Journal of Convex Analysis]. A ["Mathematics ArXiv front"] and the [<span>"</span>Journal of Mathematical Physics<span>"</span>] are also run from within the department. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-02-07 02:49:40RoyWrightSmall fix. <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> <span>-</span> The department has been, and continues to be, home to many brilliant researchers. For a number of years [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], was a member of the faculty. Mikhail Khovanov was in the department when he developed <span>his</span> famous [wiki:WikiPedia:Khovanov_Homology homology theory] that bears his name. ["Wayne Rosing"] is a senior fellow involved with the [http://www.lsst.org/ Large Synoptic Survey Telescope]. Roger Wets, a professor in the department, is a managing editor of the [http://www.heldermann.de/JCA/jcacover.htm Journal of Convex Analysis]. A ["Mathematics ArXiv front"] and the [http://jmp.aip.org/ Journal of Mathematical Physics] are also run from within the department. </td> <td> <span>+</span> The department has been, and continues to be, home to many brilliant researchers. For a number of years [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], was a member of the faculty. Mikhail Khovanov was in the department when he developed <span>the</span> famous [wiki:WikiPedia:Khovanov_Homology homology theory] that bears his name. ["Wayne Rosing"] is a senior fellow involved with the [http://www.lsst.org/ Large Synoptic Survey Telescope]. Roger Wets, a professor in the department, is a managing editor of the [http://www.heldermann.de/JCA/jcacover.htm Journal of Convex Analysis]. A ["Mathematics ArXiv front"] and the [http://jmp.aip.org/ Journal of Mathematical Physics] are also run from within the department. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-02-06 14:34:15RoyWrightVarious changes, mostly small. <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> <span>- The department is filled to the brim with brilliant researchers. It served as a home to [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], for a number of years. Trying to group and classify what's studied is futile, but there does seem to be a lot of topology, geometry, mathematical physics, and numerical analysis going on up in the ["Mathematical Sciences Building"]. ["Wayne Rosing"] is a senior fellow involved with the [http://www.lsst.org/ Large Synoptic Survey Telescope]. The ["Mathematics ArXiv front"] is also run from within the department.</span> </td> <td> <span>+ The department has been, and continues to be, home to many brilliant researchers. For a number of years [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], was a member of the faculty. Mikhail Khovanov was in the department when he developed his famous [wiki:WikiPedia:Khovanov_Homology homology theory] that bears his name. ["Wayne Rosing"] is a senior fellow involved with the [http://www.lsst.org/ Large Synoptic Survey Telescope]. Roger Wets, a professor in the department, is a managing editor of the [http://www.heldermann.de/JCA/jcacover.htm Journal of Convex Analysis]. A ["Mathematics ArXiv front"] and the [http://jmp.aip.org/ Journal of Mathematical Physics] are also run from within the department. </span> </td> </tr> <tr> <td> Line 9: </td> <td> Line 9: </td> </tr> <tr> <td> <span>-</span> == Degrees == </td> <td> <span>+</span> == Degrees <span>Offered </span>== </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>-</span> There are three main graduate programs: Pure Mathematics (M.A. and Ph.D.), Applied Mathematics (M.S. and Ph.D.), and Teaching Mathematics (M.A.T.). All students must take the MAT 201 series in their first year. Those in the pure track must also take MAT 250AB. Those in the applied track must take MAT 119A<span>&nbsp;(yes</span>, an undergraduate class<span>). </span> </td> <td> <span>+</span> There are three main graduate programs: Pure Mathematics (M.A. and Ph.D.), Applied Mathematics (M.S. and Ph.D.), and Teaching Mathematics (M.A.T.). All students must take the MAT 201 series in their first year. Those in the pure track must also take MAT 250AB. Those in the applied track must take MAT 119A, an undergraduate class<span>. </span> </td> </tr> <tr> <td> Line 23: </td> <td> Line 23: </td> </tr> <tr> <td> <span>-</span> = Professors = </td> <td> <span>+</span> <span>=</span>= Professors =<span>=</span> </td> </tr> <tr> <td> Line 39: </td> <td> Line 39: </td> </tr> <tr> <td> <span>-</span> * ''It's my opinion that this is the most confused course in the department. It starts off with very basic operations on matrices, which are used to solve basic linear equations. This seems to encompass the majority of the class no matter how it's taught. Then the instructor must also use this class to prepare advancing students for material in upper division mathematics courses, and must focus a lot on vector spaces, change of basis, and linear operators (with their eigenvalues, eigenvectors). This leads to a tedious, calculation-based course (for the majority) and then a half-assed effort at a real linear algebra course. The 167 course tries to remedy this but fails due to the amount of material it must make up for<span>''</span>-["PhilipNeustrom"] </td> <td> <span>+</span> * ''It's my opinion that this is the most confused course in the department. It starts off with very basic operations on matrices, which are used to solve basic linear equations. This seems to encompass the majority of the class no matter how it's taught. Then the instructor must also use this class to prepare advancing students for material in upper division mathematics courses, and must focus a lot on vector spaces, change of basis, and linear operators (with their eigenvalues, eigenvectors). This leads to a tedious, calculation-based course (for the majority) and then a half-assed effort at a real linear algebra course. The 167 course tries to remedy this but fails due to the amount of material it must make up for<span>.'' -</span>-["PhilipNeustrom"]<span><br> + * ''I've seen similar problems at other universities. Few schools seem to be able to put together a coherent set of courses dealing with linear algebra.'' --["RoyWright"]<br> + </span> </td> </tr> <tr> <td> Line 54: </td> <td> Line 56: </td> </tr> <tr> <td> <span>-</span> '''115B<span>/</span>C''' are a continuation of A and topics are the choice of the instructor. </td> <td> <span>+</span> '''115BC''' are a continuation of A and topics are the choice of the instructor. </td> </tr> <tr> <td> Line 68: </td> <td> Line 70: </td> </tr> <tr> <td> <span>- '''119A,B - Ordinary Differential Equations'''. Sometimes referred to as "the Phase-plane class," you focus on phase planes and classification of singularities. You also learn all sorts of other analysis in the process.</span> </td> <td> <span>+ '''119AB - Ordinary Differential Equations'''. ODE's are a vital part of most sciences. This is ometimes referred to as "the Phase-plane class." It focuses on phase planes, stability of fixed points, classification of singularities, and various other forms of analyzing ODE's. About half of the class is generally composed of bored applied math graduate students.</span> </td> </tr> <tr> <td> Line 72: </td> <td> Line 74: </td> </tr> <tr> <td> <span>-</span> '''127A<span>,</span>B<span>,</span>C - Advanced Calculus'''. This a series in elementary real analysis. This means that a lot of the material (in A and B) will be familiar to you from your previous courses, but will be set in a much more rigorous framework and worked with from there. The C course, which non-Grad track majors do not have to take, focuses on developing more advanced topics in elementary analysis such as the total derivative (or Frechet derivative), the implicit/inverse function theorems, change of variables, and differential forms. </td> <td> <span>+</span> '''127ABC - Advanced Calculus'''. This a series in elementary real analysis. This means that a lot of the material (in A and B) will be familiar to you from your previous courses, but will be set in a much more rigorous framework and worked with from there. The C course, which non-Grad track majors do not have to take, focuses on developing more advanced topics in elementary analysis such as the total derivative (or Frechet derivative), the implicit/inverse function theorems, change of variables, and differential forms. </td> </tr> <tr> <td> Line 74: </td> <td> Line 76: </td> </tr> <tr> <td> <span>-</span> '''128A<span>,</span>B<span>,</span>C - Numerical Analysis'''. This is not a "series" and can be taken in any order. The topics differ but all focus on developing algorithmic methods of solving mathematical problems. Involves programming. </td> <td> <span>+</span> '''128ABC - Numerical Analysis'''. This is not a "series" and can be taken in any order. The topics differ but all focus on developing algorithmic methods of solving mathematical problems. Involves programming. </td> </tr> <tr> <td> Line 78: </td> <td> Line 80: </td> </tr> <tr> <td> <span>-</span> '''132A<span>,</span>B - Stochastic Processes''' </td> <td> <span>+</span> '''132AB - Stochastic Processes''' </td> </tr> <tr> <td> Line 90: </td> <td> Line 92: </td> </tr> <tr> <td> <span>-</span> '''149A<span>,</span>B - Discrete Mathematics'''. This is generally viewed as the "alternative to 150," but many students do end up taking some of both. You learn combinatorial, algebraic, and other methods that work with discrete structures. Basically, this course is a bit of combinatorics, a bit of algebra, and a bit of graph theory. </td> <td> <span>+</span> '''149AB - Discrete Mathematics'''. This is generally viewed as the "alternative to 150," but many students do end up taking some of both. You learn combinatorial, algebraic, and other methods that work with discrete structures. Basically, this course is a bit of combinatorics, a bit of algebra, and a bit of graph theory. </td> </tr> <tr> <td> Line 92: </td> <td> Line 94: </td> </tr> <tr> <td> <span>-</span> '''150A<span>,</span>B<span>,</span>C - Modern Algebra'''. This is the standard abstract algebra series. The difference about Davis is that instead of being merely one or two courses, it's three. This allows for a lot of time to carefully develop the ideas and theories. You learn, basically, groups, fields, and rings. It's a whole lot more than just that, though. </td> <td> <span>+</span> '''150ABC - Modern Algebra'''. This is the standard abstract algebra series. The difference about Davis is that instead of being merely one or two courses, it's three. This allows for a lot of time to carefully develop the ideas and theories. You learn, basically, groups, fields, and rings. It's a whole lot more than just that, though. </td> </tr> <tr> <td> Line 108: </td> <td> Line 110: </td> </tr> <tr> <td> <span>-</span> '''185A<span>,</span>B - Complex Analysis with Applications''' </td> <td> <span>+</span> '''185AB - Complex Analysis with Applications''' </td> </tr> <tr> <td> Line 120: </td> <td> Line 122: </td> </tr> <tr> <td> <span>-</span> '''227 - Mathematical Biology'''. Last taught by Prof. Mogilner in Spring 2005. It more closely resembles a seminar (albeit an unusually interesting one) than a lecture course, and grading is entirely based on homework problems. No background in biology is required, and the mathematics is not too difficult, either. There is no text. The department has a reputation for math bio<span>, though,</span> and it shows in this course and the <span>regular math bio seminar.</span> </td> <td> <span>+</span> '''227 - Mathematical Biology'''. Last taught by Prof. Mogilner in Spring 2005. It more closely resembles a seminar (albeit an unusually interesting one) than a lecture course, and grading is entirely based on homework problems. No background in biology is required, and the mathematics is not too difficult, either. There is no text. The department has a reputation for math bio and it shows in this course and the <span>math bio seminar.</span> </td> </tr> <tr> <td> Line 123: </td> <td> Line 125: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + '''229A - Numerical Linear Algebra'''. Last taught by Prof. Strohmer in 2006. Most of the first half of the course builds up the theory of linear algebra. A great deal of this should be review to students familiar with the topic. The course mostly centers around the singular value decomposition, a vital tool with many applications, and similar manipulations. There is much discussion of image compression as an application of the various topics covered.</span> </td> </tr> <tr> <td> Line 132: </td> <td> Line 136: </td> </tr> <tr> <td> <span>-</span> '''Civil Engineering 212A - Finite Element Procedures'''. Usually taught by Prof. Sukumar, a member of the Graduate Group in Applied Math. A fairly rigorous introduction to finite elements, a branch of numerical methods used widely in applications but not covered by any math course at Davis. </td> <td> <span>+</span> '''Civil Engineering 212A - Finite Element Procedures'''. Usually taught by Prof. Sukumar, a member of the Graduate Group in Applied Math. A fairly rigorous introduction to finite elements, a branch of numerical methods used widely in applications but <span>lamentably </span>not covered by any math course at Davis.<span>&nbsp;Followed-up by 212B, which gets into gory details of solid mechanics that might not interest a math major.</span> </td> </tr> <tr> <td> Line 134: </td> <td> Line 138: </td> </tr> <tr> <td> <span>-</span> '''Ecology 231 - Mathematical Methods in Population Biology'''. Taught by Prof. Hastings, a Ph.D. in mathematics and member of the Graduate Group in Applied Math. Much of the class deals with the subject matter of Math 119A and may be review for grad students in math, but the course also addresses difference equations, PDE's, and the relation of all of these topics to current work in Ecology. </td> <td> <span>+</span> '''Ecology 231 - Mathematical Methods in Population Biology'''. Taught by Prof. Hastings, a Ph.D. in mathematics and member of the Graduate Group in Applied Math. Much of the class deals with the subject matter of Math 119A and may be review for grad students in math, but the course also addresses difference equations, PDE's, and the relation of all of these topics to current work in Ecology.<span>&nbsp;The course is followed-up in odd years by ECL 232, Theoretical Ecology, a much more mathematically interesting course. 232 is also taught by Hastings, and requires the student to write a large paper. You really must have a firm interest in population biology or ecology in order to do well in this course.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2006-01-08 13:37:42RoyWrightLarge Synoptic Survey Telescope link fixed. <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> <span>-</span> The department is filled to the brim with brilliant researchers. It served as a home to [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], for a number of years. Trying to group and classify what's studied is futile, but there does seem to be a lot of topology, geometry, mathematical physics, and numerical analysis going on up in the ["Mathematical Sciences Building"]. ["Wayne Rosing"] is a senior fellow involved with the [<span>"</span>Large Synoptic Survey Telescope<span>"</span>]. The ["Mathematics ArXiv front"] is also run from within the department. </td> <td> <span>+</span> The department is filled to the brim with brilliant researchers. It served as a home to [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], for a number of years. Trying to group and classify what's studied is futile, but there does seem to be a lot of topology, geometry, mathematical physics, and numerical analysis going on up in the ["Mathematical Sciences Building"]. ["Wayne Rosing"] is a senior fellow involved with the [<span>http://www.lsst.org/ </span>Large Synoptic Survey Telescope]. The ["Mathematics ArXiv front"] is also run from within the department. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-12-16 14:45:30RoyWrightUpdates re MSB <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 5: </td> <td> Line 5: </td> </tr> <tr> <td> <span>- The Mathematics department is based in ["Kerr Hall"], but will be moving to the ["Mathematical Sciences Building"] beginning in early December. The department is headed by Chairperson [http://www.math.ucdavis.edu/~mulase/ Motohico Mulase]. Until the move, the official office for departmental matters is 565 ["Kerr Hall"].</span> </td> <td> <span>+ The Mathematics department is located in the newly-completed ["Mathematical Sciences Building"]. The department is headed by Chairperson [http://www.math.ucdavis.edu/~mulase/ Motohico Mulase]. The official office for departmental matters is MSB 1130.</span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> <span>- *''Anyone have any idea whats moving into Kerr after the math department moves? By the way it's a fitting move, coming to join the engineers and physicists on south campus.'' --["JamesDawe"]<br> - * ''</span>I<span>&nbsp;heard that ["History"] was moving in. But that could just be a vicious rumor.'' --["EricTalevich"]<br> - <br> - The department is filled to the brim with brilliant researchers. We</span> served as a home to [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], for a number of years. Trying to group and classify what's studied is futile, but there does seem to be a lot of topology, geometry, mathematical physics, and numerical analysis going on up in ["<span>Kerr Hall</span>"]. ["Wayne Rosing"] is a senior fellow involved with the ["Large Synoptic Survey Telescope"]. The ["Mathematics ArXiv front"] is also run from within the department. </td> <td> <span>+ The department is filled to the brim with brilliant researchers. </span>I<span>t</span> served as a home to [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], for a number of years. Trying to group and classify what's studied is futile, but there does seem to be a lot of topology, geometry, mathematical physics, and numerical analysis going on up in <span>the </span>["<span>Mathematical Sciences Building</span>"]. ["Wayne Rosing"] is a senior fellow involved with the ["Large Synoptic Survey Telescope"]. The ["Mathematics ArXiv front"] is also run from within the department. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-12-16 14:34:30RoyWrightMore course descriptions! (I adds 'em as I takes 'em) <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 119: </td> <td> Line 119: </td> </tr> <tr> <td> </td> <td> <span>+ '''205 - Complex Analysis'''. A continuation of the 185 series. Generally considered to be pretty difficult.<br> + <br> + '''218AB (and sometimes C) - Partial Differential Equations'''. Taught by Prof. Shkoller, the department's PDE expert and funloving surfer, in odd years (eg: 2005-2006). An intense treatment of modern PDE theory in an arbitrary number of dimensions and shape of domain. In general, "modern theory" doesn't involve the actual solution of PDE's, but rather their analysis, meaning the determination of whether they have unique solutions. <br> + </span> </td> </tr> <tr> <td> Line 128: </td> <td> Line 132: </td> </tr> <tr> <td> </td> <td> <span>+ == Outside Courses ==<br> + Some recommended courses for applied math majors, depending on interests:</span> </td> </tr> <tr> <td> Line 129: </td> <td> Line 135: </td> </tr> <tr> <td> </td> <td> <span>+ '''Civil Engineering 212A - Finite Element Procedures'''. Usually taught by Prof. Sukumar, a member of the Graduate Group in Applied Math. A fairly rigorous introduction to finite elements, a branch of numerical methods used widely in applications but not covered by any math course at Davis.<br> + <br> + '''Ecology 231 - Mathematical Methods in Population Biology'''. Taught by Prof. Hastings, a Ph.D. in mathematics and member of the Graduate Group in Applied Math. Much of the class deals with the subject matter of Math 119A and may be review for grad students in math, but the course also addresses difference equations, PDE's, and the relation of all of these topics to current work in Ecology.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-12-14 17:27:39RoyWrightRemoved my own comment. <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 124: </td> <td> Line 124: </td> </tr> <tr> <td> <span>- * ''I enrolled in it my first quarter in Davis, but dropped almost immediately'' --["RoyWright"]</span> </td> <td> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-12-05 19:41:25AlexanderWooadded info about Math 114 (which i'm teaching this Winter) <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 53: </td> <td> Line 53: </td> </tr> <tr> <td> <span>- '''114 - Convex Geometry'''</span> </td> <td> <span>+ '''114 - Convex Geometry'''. A convex region is one where all of the line segment between any two points in the region is in the region. So (the interior) of a triangle is convex, as is a circle, but a star is not. We will study the geometry of convex regions in 2, 3, 4, and many dimensions, with a lot of help from linear algebra, covering both general theory and various interesting examples and constructions of convex sets. Exact topics may depend to some extent on the interests of the students. ''--["AlexanderWoo"], who is teaching this Winter 2006''</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-11-20 21:56:28RoyWrightSome minor updates. <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 5: </td> <td> Line 5: </td> </tr> <tr> <td> <span>-</span> The Mathematics department is based in ["Kerr Hall"], <span>until the</span>y <span>move (pending completion of the ["University Construction" construction]) to the ["Mathematical Sciences Building"]. </span> The department is headed by Chairperson [http://www.math.ucdavis.edu/~mulase/ Motohico Mulase]. <span>The official offic</span>e, <span>for departmental matters,</span> is 565 ["Kerr Hall"]. </td> <td> <span>+</span> The Mathematics department is based in ["Kerr Hall"], <span>but will be moving to the ["Mathematical Sciences Building"] beginning in earl</span>y <span>December.</span> The department is headed by Chairperson [http://www.math.ucdavis.edu/~mulase/ Motohico Mulase]. <span>Until the mov</span>e, <span>the official office for departmental matters</span> is 565 ["Kerr Hall"]. </td> </tr> <tr> <td> Line 115: </td> <td> Line 115: </td> </tr> <tr> <td> <span>-</span> '''201ABC - Analysis'''. Taught by different professors from year to year, and sometimes from quarter to quarter. In 2004-2005, the courses covered most of chapters 1-11 in the textbook, [http://www.math.ucdavis.edu/~hunter/book/pdfbook.html Applied Analysis], written by Professors Hunter and Nachtergaele and available for free on the web. </td> <td> <span>+</span> '''201ABC - Analysis'''. <span>Roughly a continuation of 127 series. </span>Taught by different professors from year to year, and sometimes from quarter to quarter. In 2004-2005, the courses covered most of chapters 1-11 in the textbook, [http://www.math.ucdavis.edu/~hunter/book/pdfbook.html Applied Analysis], written by Professors Hunter and Nachtergaele and available for free on the web.<span>&nbsp;</span> </td> </tr> <tr> <td> Line 117: </td> <td> Line 117: </td> </tr> <tr> <td> <span>-</span> '''204 - Asymptotic Analysis'''. In Fall 2005, this course was taught by Yuri Suhov, a visiting professor from Cambridge. The text is usually J. David Logan's "Applied Mathematics," an excellent text whose title reflects the broad range of the course material. It is a fascinating (and possibly essential) course for anyone interested in differential equations and mathematical modeling. </td> <td> <span>+</span> '''204 - Asymptotic Analysis'''. In Fall 2005, this course was taught by Yuri Suhov, a visiting professor from Cambridge. The text is usually J. David Logan's "Applied Mathematics," an excellent text whose title reflects the broad range of the course material. It is a fascinating (and possibly essential) course for anyone interested in differential equations and mathematical modeling.<span>&nbsp;</span> </td> </tr> <tr> <td> Line 121: </td> <td> Line 121: </td> </tr> <tr> <td> <span>-</span> '''228ABC - Numerical Solution of Differential Equations'''. Always taught by Prof. Puckett, and only offered in even years (eg: 2006-2007) at the moment. Puckett does a lot of work in gas dynamics, and has tilted the subject matter in that direction in past years. In 2004-2005, however, he spent most of the year building up to and dealing with the Navier-Stokes (fluid mechanics) equations. There was no text, largely because Puckett tries to keep the class as up-to-date as possible, using recent Ph.D. theses and such. </td> <td> <span>+</span> '''228ABC - Numerical Solution of Differential Equations'''. A<span>&nbsp;continuation of 128 series. A</span>lways taught by Prof. Puckett, and only offered in even years (eg: 2006-2007) at the moment. Puckett does a lot of work in gas dynamics, and has tilted the subject matter in that direction in past years. In 2004-2005, however, he spent most of the year building up to and dealing with the Navier-Stokes (fluid mechanics) equations. There was no text, largely because Puckett tries to keep the class as up-to-date as possible, using recent Ph.D. theses and such. </td> </tr> <tr> <td> Line 123: </td> <td> Line 123: </td> </tr> <tr> <td> <span>-</span> '''235ABC - Probability Theory'''. Taught in even years by statistics faculty, and in odd years by mathematics faculty. Rumored to be quite difficult. ''I enrolled in it my first quarter in Davis, but dropped almost immediately'' --["RoyWright"] </td> <td> <span>+</span> '''235ABC - Probability Theory'''. Taught in even years by statistics faculty, and in odd years by mathematics faculty. Rumored to be quite difficult. <span><br> + * </span>''I enrolled in it my first quarter in Davis, but dropped almost immediately'' --["RoyWright"] </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-10-25 20:53:15RoyWrightUpdated course descriptions. <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 114: </td> <td> Line 114: </td> </tr> <tr> <td> <span>- ''These are the only courses I can comment on at this point.'' --["RoyWright"]</span> </td> <td> </td> </tr> <tr> <td> Line 117: </td> <td> Line 116: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + '''204 - Asymptotic Analysis'''. In Fall 2005, this course was taught by Yuri Suhov, a visiting professor from Cambridge. The text is usually J. David Logan's "Applied Mathematics," an excellent text whose title reflects the broad range of the course material. It is a fascinating (and possibly essential) course for anyone interested in differential equations and mathematical modeling.</span> </td> </tr> <tr> <td> Line 122: </td> <td> Line 123: </td> </tr> <tr> <td> </td> <td> <span>+ '''235ABC - Probability Theory'''. Taught in even years by statistics faculty, and in odd years by mathematics faculty. Rumored to be quite difficult. ''I enrolled in it my first quarter in Davis, but dropped almost immediately'' --["RoyWright"]<br> + <br> + '''258A - Numerical Optimization'''. Taught every year by Professor Wets, using a set of notes written by him and updated from year to year. Wets is a rather prominent figure in stochastic optimization, which should be the real title of the course, since it largely focuses on the theoretical foundations of stochastic optimization rather than numerical methods.<br> + <br> + <br> + </span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-09-20 13:23:59RoyWrightCorrected department leadership (to my knowledge), added grad program info. <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 5: </td> <td> Line 5: </td> </tr> <tr> <td> <span>-</span> The Mathematics department is based in ["Kerr Hall"], until they move (pending completion of the ["University Construction" construction]) to the ["Mathematical Sciences Building"]. The department is headed by Chairperson [http://www.math.ucdavis.edu/~<span>hunter</span>/ <span>John K. Hunter], Vice Chairperson [http://www.math.ucdavis.edu/~hass/ Joel Hass], and Vice Chairperson [http://www.math.ucdavis.edu/~gravner/ Janko Gravner] (Undergraduate matters)</span>. The official office, for departmental matters, is 565 ["Kerr Hall"]. </td> <td> <span>+</span> The Mathematics department is based in ["Kerr Hall"], until they move (pending completion of the ["University Construction" construction]) to the ["Mathematical Sciences Building"]. The department is headed by Chairperson [http://www.math.ucdavis.edu/~<span>mulase</span>/ <span>Motohico Mulase]</span>. The official office, for departmental matters, is 565 ["Kerr Hall"]. </td> </tr> <tr> <td> Line 19: </td> <td> Line 19: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + There are three main graduate programs: Pure Mathematics (M.A. and Ph.D.), Applied Mathematics (M.S. and Ph.D.), and Teaching Mathematics (M.A.T.). All students must take the MAT 201 series in their first year. Those in the pure track must also take MAT 250AB. Those in the applied track must take MAT 119A (yes, an undergraduate class). </span> </td> </tr> <tr> <td> Line 112: </td> <td> Line 114: </td> </tr> <tr> <td> </td> <td> <span>+ ''These are the only courses I can comment on at this point.'' --["RoyWright"]</span> </td> </tr> <tr> <td> Line 113: </td> <td> Line 116: </td> </tr> <tr> <td> <span>- ''Take the bait. What's the standard graduate-level curriculum like?'' --["EricTalevich"]</span> </td> <td> <span>+ '''201ABC - Analysis'''. Taught by different professors from year to year, and sometimes from quarter to quarter. In 2004-2005, the courses covered most of chapters 1-11 in the textbook, [http://www.math.ucdavis.edu/~hunter/book/pdfbook.html Applied Analysis], written by Professors Hunter and Nachtergaele and available for free on the web.<br> + <br> + '''227 - Mathematical Biology'''. Last taught by Prof. Mogilner in Spring 2005. It more closely resembles a seminar (albeit an unusually interesting one) than a lecture course, and grading is entirely based on homework problems. No background in biology is required, and the mathematics is not too difficult, either. There is no text. The department has a reputation for math bio, though, and it shows in this course and the regular math bio seminar.<br> + <br> + '''228ABC - Numerical Solution of Differential Equations'''. Always taught by Prof. Puckett, and only offered in even years (eg: 2006-2007) at the moment. Puckett does a lot of work in gas dynamics, and has tilted the subject matter in that direction in past years. In 2004-2005, however, he spent most of the year building up to and dealing with the Navier-Stokes (fluid mechanics) equations. There was no text, largely because Puckett tries to keep the class as up-to-date as possible, using recent Ph.D. theses and such.<br> + </span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-09-01 01:45:37IrenePark"See Also" didn't seem like a useful TOC heading <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 20: </td> <td> Line 20: </td> </tr> <tr> <td> <span>- == See also ==</span> </td> <td> <span>+ == Official Websites ==</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-07-29 17:20:53ScottDougan <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 36: </td> <td> Line 36: </td> </tr> <tr> <td> <span>-</span> So, everyone has to take Calculus. We have t<span>wo</span> Calculus series: 21 and 16. 21 is for people who will take more Mathematics courses after the series, <span>whereas</span> 16 is for those who need only Calculus for their further work. This means Science, Engineering, and Mathematics type majors have to take 21, and Social Science / some Biology take 16. What you take after this depends highly on your major. </td> <td> <span>+</span> So, everyone has to take Calculus. We have t<span>hree</span> Calculus series: 21<span>, 17,</span> and 16. 21 is for people who will take more Mathematics courses after the series, <span>17 is the newly added "Calculus for Biosci majors" (basically</span> 16 <span>with examples drawn from bioscience), and 16 </span>is for those who need only Calculus for their further work. This means Science, Engineering, and Mathematics type majors have to take 21<span>, most bio take 17</span>, and Social Science / some Biology take 16. What you take after this depends highly on your major. </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-07-27 18:26:07BryanBelladded comment on math 167 <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 99: </td> <td> Line 99: </td> </tr> <tr> <td> </td> <td> <span>+ * ''I'm taking it this summer(2005) and the first half of the course has been pretty much all review. The average on the midterm was 95/110 which is way too high, most boring class I've taken at davis.'' ["BryanBell"]<br> + </span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-07-25 12:00:51EricTalevichDegrees, See Also sections <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> <span>-</span> *''Anyone have any idea whats moving into Kerr after the math department moves? By the way its a fitting move, coming to join the engineers and physicists on south campus.'' --["JamesDawe"] </td> <td> <span>+</span> *''Anyone have any idea whats moving into Kerr after the math department moves? By the way it<span>'</span>s a fitting move, coming to join the engineers and physicists on south campus.'' --["JamesDawe"] </td> </tr> <tr> <td> Line 12: </td> <td> Line 12: </td> </tr> <tr> <td> <span>- ('''Note:''' Most all of this information can be found, more formally, in the ["General Catalog"] -- located more specifically at [http://registrar.ucdavis.edu/UCDWebCatalog/programs/MAT/MATfac.html])</span> </td> <td> <span>+ == Degrees ==</span> </td> </tr> <tr> <td> Line 19: </td> <td> Line 19: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + == See also ==<br> + * Mathematics department website -- [http://math.ucdavis.edu]<br> + * UC Davis ["General Catalog"] -- [http://registrar.ucdavis.edu/UCDWebCatalog/programs/MAT/MATfac.html]</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-07-25 11:47:57EricTalevichAdded 168, dolled up the course listings <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 1: </td> <td> Line 1: </td> </tr> <tr> <td> </td> <td> <span>+ [[TableOfContents]]<br> + <br> + = About the Department =<br> + </span> </td> </tr> <tr> <td> Line 4: </td> <td> Line 8: </td> </tr> <tr> <td> </td> <td> <span>+ * ''I heard that ["History"] was moving in. But that could just be a vicious rumor.'' --["EricTalevich"]</span> </td> </tr> <tr> <td> Line 9: </td> <td> Line 14: </td> </tr> <tr> <td> <span>-</span> The Math department offers A.B. and B.S. degrees, as well as a minor. The difference between the A.B. and B.S. is, as usual, the A.B. degree has less strict guidelines for courses as well as having less courses required (usually). The A.B. degree is probably better suited for students pursuing another major or those who wish to tailor a more unique upper division program. The minor is <span>just</span> 20 units in upper division courses. </td> <td> <span>+</span> The Math department offers A.B. and B.S. degrees, as well as a minor. The difference between the A.B. and B.S. is, as usual, the A.B. degree has less strict guidelines for courses as well as having less courses required (usually). The A.B. degree is probably better suited for students pursuing another major or those who wish to tailor a more unique upper division program. The minor is <span>simply</span> 20 units in upper division courses. </td> </tr> <tr> <td> Line 15: </td> <td> Line 20: </td> </tr> <tr> <td> <span>-</span> <span>=</span>= Professors =<span>=</span> </td> <td> <span>+</span> = Professors = </td> </tr> <tr> <td> Line 18: </td> <td> Line 23: </td> </tr> <tr> <td> <span>-</span> <span>&nbsp;</span> I had her for Math 127B and liked her a lot, her tests were kinda on the easy side though :) ["BryanBell"] </td> <td> <span>+</span> <span>*</span> I had her for Math 127B and liked her a lot, her tests were kinda on the easy side though :) ["BryanBell"] </td> </tr> <tr> <td> Line 20: </td> <td> Line 25: </td> </tr> <tr> <td> </td> <td> <span>+ Craig Tracy [http://www.math.ucdavis.edu/~tracy]</span> </td> </tr> <tr> <td> Line 21: </td> <td> Line 27: </td> </tr> <tr> <td> <span>- == Courses ==<br> - === Lower Division ===</span> </td> <td> <span>+ * Clever man. I took 22B and 131 with him, and he went extremely in depth with those courses, using real-world examples from engineering and physics. It was slightly terrifying. The 131 class went full-bore with derivations, clearly a learn-or-die situation, requiring a blue book for the final. But when we got there for the final showdown, and he passed out the test, we saw that it was just 20 multiple-choice questions, no written section at all. Easy... ''too'' easy. Turns out he had been watching the TAs threatening to strike that week, and he didn't want to risk having to grade all those written tests himself. -- ["EricTalevich"]<br> + <br> + = Courses =<br> + <br> + == Lower Division ==</span> </td> </tr> <tr> <td> Line 25: </td> <td> Line 34: </td> </tr> <tr> <td> <span>- 22A - Linear Algebra. ''It's my opinion that this is the most confused course in the department. It starts off with very basic operations on matrices, which are used to solve basic linear equations. This seems to encompass the majority of the class no matter how it's taught. Then the instructor must also use this class to prepare advancing students for material in upper division mathematics courses, and must focus a lot on vector spaces, change of basis, and linear operators (with their eigenvalues, eigenvectors). This leads to a tedious, calculation-based course (for the majority) and then a half-assed effort at a real linear algebra course. The 167 course tries to remedy this but fails due to the amount of material it must make up for''-["PhilipNeustrom"]</span> </td> <td> <span>+ '''22A - Linear Algebra'''. Starts from the very beginning: Matrix addition, dot products, cross products, inverses, Gaussian elimination, discriminants, eigenvalues and eigenvectors. An addidtional 1-unit section in MATLAB (22AL) is often taken concurrently, in order to show beginning students the utter futility of the grunt work they do by hand.</span> </td> </tr> <tr> <td> Line 27: </td> <td> Line 36: </td> </tr> <tr> <td> <span>- 22B - Differential Equations. You learn to solve and classify basic ordinary differential equations. There may or may not be very complex applications shown.</span> </td> <td> <span>+ * ''It's my opinion that this is the most confused course in the department. It starts off with very basic operations on matrices, which are used to solve basic linear equations. This seems to encompass the majority of the class no matter how it's taught. Then the instructor must also use this class to prepare advancing students for material in upper division mathematics courses, and must focus a lot on vector spaces, change of basis, and linear operators (with their eigenvalues, eigenvectors). This leads to a tedious, calculation-based course (for the majority) and then a half-assed effort at a real linear algebra course. The 167 course tries to remedy this but fails due to the amount of material it must make up for''-["PhilipNeustrom"]</span> </td> </tr> <tr> <td> Line 29: </td> <td> Line 38: </td> </tr> <tr> <td> <span>- 23 - Introduction to Numerology. Covers the early history of numerology, the basics of theoretical numerology, and a few important applications. Sometimes ["BarnabasTruman"] is the [http://www.math.ucdavis.edu/~phoenix/ TA] for this class.</span> </td> <td> <span>+ '''22B - Differential Equations'''. You learn to solve and classify basic ordinary differential equations. There may or may not be very complex applications shown, depending on the professor.</span> </td> </tr> <tr> <td> Line 31: </td> <td> Line 40: </td> </tr> <tr> <td> <span>- === Upper Division ===<br> - 108 - Introduction to Abstract Mathematics. This is perhaps the most talked about course in the department. Most (all?) Computer Science majors have to take this before they graduate, hence most of the people in the course are Computer Science majors. This is a "proof class" in the sense that you're supposed to learn how to give a good, rigorous mathematical argument. You can learn a lot in this class, but most people have bad experiences overall. There is a certain understandable level of anality (this isn't a word) that's given to the students after this class, but it is sometimes hard for students to learn that not every argument is given in strict propositional and existential quantifier terms.</span> </td> <td> <span>+ '''23 - Introduction to Numerology'''. Covers the early history of numerology, the basics of theoretical numerology, and a few important applications. Sometimes ["BarnabasTruman"] is the [http://www.math.ucdavis.edu/~phoenix/ TA] for this class.</span> </td> </tr> <tr> <td> Line 34: </td> <td> Line 42: </td> </tr> <tr> <td> <span>- 111 - History of Mathematics.</span> </td> <td> <span>+ == Upper Division ==<br> + '''108 - Introduction to Abstract Mathematics'''. This is perhaps the most talked-about course in the department. Most (all?) Computer Science majors have to take this before they graduate, hence most of the people in the course are Computer Science majors. This is a "proof class" in the sense that you're supposed to learn how to give a good, rigorous mathematical argument. You can learn a lot in this class, but most people have bad experiences overall. There is a certain understandable level of anality (this isn't a word) that's given to the students after this class, but it is sometimes hard for students to learn that not every argument is given in strict propositional and existential quantifier terms.</span> </td> </tr> <tr> <td> Line 36: </td> <td> Line 45: </td> </tr> <tr> <td> <span>- 114 - Convex Geometry</span> </td> <td> <span>+ '''111 - History of Mathematics'''</span> </td> </tr> <tr> <td> Line 38: </td> <td> Line 47: </td> </tr> <tr> <td> <span>- 115A - Number Theory. You learn basic properties of congruences, prime numbers, diophantine equations, and learn some interesting functions (such as euler's function and the moebius function).</span> </td> <td> <span>+ '''114 - Convex Geometry'''</span> </td> </tr> <tr> <td> Line 40: </td> <td> Line 49: </td> </tr> <tr> <td> <span>- 115B/C are a continuation and of A and topics are the choice of the instructor.</span> </td> <td> <span>+ '''115A - Number Theory'''. You learn basic properties of congruences, prime numbers, diophantine equations, and learn some interesting functions (such as Euler's function and the Moebius function).</span> </td> </tr> <tr> <td> Line 42: </td> <td> Line 51: </td> </tr> <tr> <td> - <span>116 - </span>Differential Geometry. A slight continuation of 21D. You study curves and surfaces and their curvature properties using vector analysis and differential geometry. </td> <td> <span>+ '''115B/C''' are a continuation of A and topics are the choice of the instructor.<br> + <br> + '''116 </span>- Differential Geometry<span>'''</span>. A slight continuation of 21D. You study curves and surfaces and their curvature properties using vector analysis and differential geometry. </td> </tr> <tr> <td> Line 48: </td> <td> Line 59: </td> </tr> <tr> <td> <span>-</span> 118A - Partial Differential Equations. You learn the some basic methods of solving basic, special-case, PDEs. Also covers classical Fourier series indepth for the last couple weeks of class. </td> <td> <span>+</span> <span>'''</span>118A - Partial Differential Equations<span>'''</span>. You learn the some basic methods of solving basic, special-case, PDEs. Also covers classical Fourier series indepth for the last couple weeks of class. </td> </tr> <tr> <td> Line 50: </td> <td> Line 61: </td> </tr> <tr> <td> <span>- </span>118B - Partial Differential Equations. You learn about Green's Functions, a very useful way to solve some linear PDEs. Unfortunately, the Green's Function is usually quite difficult to determine. It depends on the geometry of the boundary conditions, and involves quite a bit of work even for simple geometry. For more complicated geometry, the problem becomes intractable. Also, Fourier series solutions are studied in more depth. The sines and cosines in a Fourier series can be thought of as a "basis" for the space of functions, in the sense of linear algebra. You learn about several different kinds of "bases" in that spirit. </td> <td> <span>+ '''</span>118B - Partial Differential Equations<span>'''</span>. You learn about Green's Functions, a very useful way to solve some linear PDEs. Unfortunately, the Green's Function is usually quite difficult to determine. It depends on the geometry of the boundary conditions, and involves quite a bit of work even for simple geometry. For more complicated geometry, the problem becomes intractable. Also, Fourier series solutions are studied in more depth. The sines and cosines in a Fourier series can be thought of as a "basis" for the space of functions, in the sense of linear algebra. You learn about several different kinds of "bases" in that spirit. </td> </tr> <tr> <td> Line 52: </td> <td> Line 63: </td> </tr> <tr> <td> <span>- </span>118C - Partial Differential Equations. Hands down, the most thrilling of the 118 series. Like a cathedral among chapels. You learn the theory of distributions--a distribution being a mysterious "generalized function". For example, the delta function is a distribution that is 0 everywhere but at x = 0, and has an integral of 1. But this cannot be a function, it must be something more general! It turns out that the delta function and Green's Function are intimately related. Moreover, you learn about an extremely useful operation called convolution. You learn about Laplace and Fourier Transforms. The power of these combined techniques in essence allow you to solve any linear PDE. </td> <td> <span>+ '''</span>118C - Partial Differential Equations<span>'''</span>. Hands down, the most thrilling of the 118 series. Like a cathedral among chapels. You learn the theory of distributions--a distribution being a mysterious "generalized function". For example, the delta function is a distribution that is 0 everywhere but at x = 0, and has an integral of 1. But this cannot be a function, it must be something more general! It turns out that the delta function and Green's Function are intimately related. Moreover, you learn about an extremely useful operation called convolution. You learn about Laplace and Fourier Transforms. The power of these combined techniques in essence allow you to solve any linear PDE. </td> </tr> <tr> <td> Line 54: </td> <td> Line 65: </td> </tr> <tr> <td> <span>- </span>119A,B - Ordinary Differential Equations. Sometimes referred to as "the Phase-plane class," you focus on phase planes and classification of singularities. You also learn all sorts of other analysis in the process. </td> <td> <span>+ '''</span>119A,B - Ordinary Differential Equations<span>'''</span>. Sometimes referred to as "the Phase-plane class," you focus on phase planes and classification of singularities. You also learn all sorts of other analysis in the process. </td> </tr> <tr> <td> Line 56: </td> <td> Line 67: </td> </tr> <tr> <td> - <span>121 - </span>Advanced Analysis for the Sciences. This course fills the gap for those who need to learn tools like Fourier series and Fourier transforms but cannot afford the time to take 119 and 118. </td> <td> <span>+ '''121 </span>- Advanced Analysis for the Sciences<span>'''</span>. This course fills the gap for those who need to learn tools like Fourier series and Fourier transforms but cannot afford the time to take 119 and 118. </td> </tr> <tr> <td> Line 58: </td> <td> Line 69: </td> </tr> <tr> <td> <span>- </span>127A,B,C - Advanced Calculus. This a series in elementary real analysis. This means that a lot of the material (in A and B) will be familiar to you from your previous courses, but will be set in a much more rigorous framework and worked with from there. The C course, which non-Grad track majors do not have to take, focuses on developing more advanced topics in elementary analysis such as the total derivative (or Frechet derivative), the implicit/inverse function theorems, change of variables, and differential forms. </td> <td> <span>+ '''</span>127A,B,C - Advanced Calculus<span>'''</span>. This a series in elementary real analysis. This means that a lot of the material (in A and B) will be familiar to you from your previous courses, but will be set in a much more rigorous framework and worked with from there. The C course, which non-Grad track majors do not have to take, focuses on developing more advanced topics in elementary analysis such as the total derivative (or Frechet derivative), the implicit/inverse function theorems, change of variables, and differential forms. </td> </tr> <tr> <td> Line 60: </td> <td> Line 71: </td> </tr> <tr> <td> <span>- </span>128A,B,C - Numerical Analysis. This is not a "series" and can be taken in any order. The topics differ but all focus on developing algorithmic methods of solving mathematical problems. Involves programming. </td> <td> <span>+ '''</span>128A,B,C - Numerical Analysis<span>'''</span>. This is not a "series" and can be taken in any order. The topics differ but all focus on developing algorithmic methods of solving mathematical problems. Involves programming. </td> </tr> <tr> <td> Line 62: </td> <td> Line 73: </td> </tr> <tr> <td> <span>- 131 - Probability Theory. </span> </td> <td> <span>+ '''131 - Probability Theory'''. Get intimate with Normal Distribution. Same thing as Statistics 131.</span> </td> </tr> <tr> <td> Line 64: </td> <td> Line 75: </td> </tr> <tr> <td> <span>-</span> 132A,B - Stochastic Processes<span>.</span> </td> <td> <span>+</span> <span>'''</span>132A,B - Stochastic Processes<span>'''</span> </td> </tr> <tr> <td> Line 66: </td> <td> Line 77: </td> </tr> <tr> <td> <span>- </span>141 - Euclidean Geometry. This course has typically been taught to be an axiomatic, slow, and through treatment of Euclidean geometry. In recent years it has incorporated much (if not most of the course) time to discussion of alternative geometries such as spherical and hyperbolic. </td> <td> <span>+ '''</span>141 - Euclidean Geometry<span>'''</span>. This course has typically been taught to be an axiomatic, slow, and through treatment of Euclidean geometry. In recent years it has incorporated much (if not most of the course) time to discussion of alternative geometries such as spherical and hyperbolic. </td> </tr> <tr> <td> Line 68: </td> <td> Line 79: </td> </tr> <tr> <td> <span>-</span> 145 - Combinatorics. This is supposed to be a fun class. You learn basic counting methods, and learn about generating functions and recurrence relations. </td> <td> <span>+</span> <span>'''</span>145 - Combinatorics<span>'''</span>. This is supposed to be a fun class. You learn basic counting methods, and learn about generating functions and recurrence relations. </td> </tr> <tr> <td> Line 70: </td> <td> Line 81: </td> </tr> <tr> <td> <span>-</span> 147 - Topology. This is a basic course on point-set and combinatorial topology. <span>''When I took it, it was entirely point-set and we focused just on the first chapters of Munkres without covering anything algebraic.''-["PhilipNeustrom"]</span> </td> <td> <span>+</span> <span>'''</span>147 - Topology<span>'''</span>. This is a basic course on point-set and combinatorial topology. </td> </tr> <tr> <td> Line 72: </td> <td> Line 83: </td> </tr> <tr> <td> <span>- ''I just finished it and we covered up to section 31 in Munkres so it was all point-set. I recomend it for all math majors it made clear all the topology we covered in 127A and was a good complement to 127B since we convered convergence in a more general way. I think more material could be and should be covered in the class.'' ["BryanBell"] </span> </td> <td> <span>+ * ''When I took it, it was entirely point-set and we focused just on the first chapters of Munkres without covering anything algebraic.''-["PhilipNeustrom"]</span> </td> </tr> <tr> <td> Line 74: </td> <td> Line 85: </td> </tr> <tr> <td> <span>- 149A,B - Discrete Mathematics. This is generally viewed as the "alternative to 150," but many students do end up taking some of both. You learn combinatorial, algebraic, and other methods that work with discrete structures. Basically, this course is a bit of combinatorics, a bit of algebra, and a bit of graph theory.</span> </td> <td> <span>+ * ''I just finished it and we covered up to section 31 in Munkres so it was all point-set. I recomend it for all math majors it made clear all the topology we covered in 127A and was a good complement to 127B since we convered convergence in a more general way. I think more material could be and should be covered in the class.'' ["BryanBell"] </span> </td> </tr> <tr> <td> Line 76: </td> <td> Line 87: </td> </tr> <tr> <td> <span>- 150A,B,C - Modern Algebra. This is the standard abstract algebra series. The difference about Davis is that instead of being merely one or two courses, it's three. This allows for a lot of time to carefully develop the ideas and theories. You learn, basically, groups, fields, and rings. It's a whole lot more than just that, though.</span> </td> <td> <span>+ '''149A,B - Discrete Mathematics'''. This is generally viewed as the "alternative to 150," but many students do end up taking some of both. You learn combinatorial, algebraic, and other methods that work with discrete structures. Basically, this course is a bit of combinatorics, a bit of algebra, and a bit of graph theory.</span> </td> </tr> <tr> <td> Line 78: </td> <td> Line 89: </td> </tr> <tr> <td> <span>- 165 - Math and Computers. This is another fun one, and fairly new to the program. While the 128 series and most engineering courses focus on numerical methods that approximate a solution, this course discusses a few algorithms that actually solve a problem exactly, with zero error: B-rule algorithm, fast fourier transform, some geometric stuff. There might not be an accompanying textbook.</span> </td> <td> <span>+ '''150A,B,C - Modern Algebra'''. This is the standard abstract algebra series. The difference about Davis is that instead of being merely one or two courses, it's three. This allows for a lot of time to carefully develop the ideas and theories. You learn, basically, groups, fields, and rings. It's a whole lot more than just that, though.</span> </td> </tr> <tr> <td> Line 80: </td> <td> Line 91: </td> </tr> <tr> <td> <span>- 167 - Advanced Linear Algebra.</span> </td> <td> <span>+ '''165 - Math and Computers'''. This is another fun one, and fairly new to the program. This course mostly avoids the numerical methods covered in the 128 series and most engineering courses, and instead picks a few interesting algorithms to analyse and discuss: B-rule algorithm (simplex with Bland's rule), fast Fourier transform, some geometry, all relatively new and exciting stuff. There might not be an accompanying textbook. I'm not sure if this course still exists, or if it was absorbed by 168 and other courses.</span> </td> </tr> <tr> <td> Line 82: </td> <td> Line 93: </td> </tr> <tr> <td> <span>- 180 - Special Topics. None offered for fall 2005</span> </td> <td> <span>+ '''167 - Advanced Linear Algebra'''. Picks up the slack 22A left and covers the rest of the foundations: Vector spaces, matrix transformations (similarity, diagonalization, change of basis, orthogonalization), types of matrices, and other things that are likely to reappear in other courses, especially numerical analysis.</span> </td> </tr> <tr> <td> Line 84: </td> <td> Line 95: </td> </tr> <tr> <td> <span>- 185A - Complex Analysis with Applications. </span> </td> <td> <span>+ '''168 - Mathematical Programming'''. The first half of the course covers the simplex method and its applications. After that, interior-point methods are offered as an alternative or improvement for solving linear problems, and the last few weeks are spent on network flow problems, solved using network simplex methods. There are two programs assigned during the course, made easier by the fact that much of the necessary code is supplied by the textbook's author. </span> </td> </tr> <tr> <td> Line 86: </td> <td> Line 97: </td> </tr> <tr> <td> <span>- 185B - Complex Analysis with Applications.</span> </td> <td> <span>+ For students interested in business and optimization problems, 168 is very relevant, but not difficult. The methods covered are still active fields of research, particularly interior-point methods, and while the math this is based on isn't too high-level, the design of algorithms has its own draw.<br> + <br> + The textbook is ''Linear Programming: Foundations and Extensions'' by Robert Vanderbei, and is used alongside a [http://www.princeton.edu/~rvdb/LPbook/ well-developed website].<br> + <br> + '''180 - Special Topics'''. None offered for fall 2005<br> + <br> + '''185A,B - Complex Analysis with Applications'''<br> + <br> + == Graduate ==<br> + <br> + ''Take the bait. What's the standard graduate-level curriculum like?'' --["EricTalevich"]</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-07-21 00:26:13BarnabasTruman <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 28: </td> <td> Line 28: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + 23 - Introduction to Numerology. Covers the early history of numerology, the basics of theoretical numerology, and a few important applications. Sometimes ["BarnabasTruman"] is the [http://www.math.ucdavis.edu/~phoenix/ TA] for this class.<br> + </span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-07-12 22:57:04BryanBellFormatting <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 80: </td> <td> Line 80: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-07-01 20:08:29BryanBelladded professor <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 16: </td> <td> Line 16: </td> </tr> <tr> <td> </td> <td> <span>+ Abigail Thompson [http://www.math.ucdavis.edu/~thompson]</span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 18: </td> </tr> <tr> <td> </td> <td> <span>+ I had her for Math 127B and liked her a lot, her tests were kinda on the easy side though :) ["BryanBell"]</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-06-30 23:13:03MonikaLin <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 16: </td> <td> Line 16: </td> </tr> <tr> <td> </td> <td> <span>+ </span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-06-30 23:12:24MonikaLin <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 14: </td> <td> Line 14: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + == Professors ==<br> + </span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-06-22 19:49:01JasonAller <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 5: </td> <td> Line 5: </td> </tr> <tr> <td> <span>-</span> The department is filled to the brim with brilliant researchers. We served as a home to [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], for a number of years. Trying to group and classify what's studied is futile, but there does seem to be a lot of topology, geometry, mathematical physics, and numerical analysis going on up in ["Kerr Hall"]. ["Wayne Rosing"] is a senior fellow involved with the ["Large Synoptic Survey Telescope"]. </td> <td> <span>+</span> The department is filled to the brim with brilliant researchers. We served as a home to [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], for a number of years. Trying to group and classify what's studied is futile, but there does seem to be a lot of topology, geometry, mathematical physics, and numerical analysis going on up in ["Kerr Hall"]. ["Wayne Rosing"] is a senior fellow involved with the ["Large Synoptic Survey Telescope"].<span>&nbsp;The ["Mathematics ArXiv front"] is also run from within the department.</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-06-21 22:17:40JasonAller <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 5: </td> <td> Line 5: </td> </tr> <tr> <td> <span>-</span> The department is filled to the brim with brilliant researchers. We served as a home to [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], for a number of years. Trying to group and classify what's studied is futile, but there does seem to be a lot of topology, geometry, mathematical physics, and numerical analysis going on up in ["Kerr Hall"]. </td> <td> <span>+</span> The department is filled to the brim with brilliant researchers. We served as a home to [http://www.math.cornell.edu/People/Faculty/thurston.html Bill Thurston], Fields Medalist c/o his [http://mathworld.wolfram.com/ThurstonsGeometrizationConjecture.html Geometrization Conjecture], for a number of years. Trying to group and classify what's studied is futile, but there does seem to be a lot of topology, geometry, mathematical physics, and numerical analysis going on up in ["Kerr Hall"].<span>&nbsp;["Wayne Rosing"] is a senior fellow involved with the ["Large Synoptic Survey Telescope"].</span> </td> </tr> </table> </div> Mathematicshttp://daviswiki.org/Mathematics2005-06-12 19:55:42BryanBellDeleted math 180 since the course is over <div id="content" class="wikipage content"> Differences for Mathematics<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 73: </td> <td> Line 73: </td> </tr> <tr> <td> <span>- 180 - Special Topics. The spring 2005 class is listed as "Modeling decision-making under uncertainty with applications to Finance, Ecology and Engineering" and will be taught by Professor [http://www.math.ucdavis.edu/~rjbw/ Roger Wets].<br> - </span> </td> <td> <span>+ 180 - Special Topics. None offered for fall 2005</span> </td> </tr> </table> </div>