firstname.lastname@example.org. The class meets in Sproul 2365 on Monday through Thursday mornings from 9:40 to 11:10.
My office hours will be in Surge 263, on Mondays through Thursdays from 12:30 to 2:00. You can also meet with me by appointment; you can make an appointment by email or whenever you see me. In fact, you should feel free to drop by my office at any time; I might not be there, and I might not have time when you come even if I am there, but your odds are good, so give it a shot!
This web site will be updated from time to time, so if you want up-to-date information, then check online. Any important changes will be in the announcements, so at least check there. Of course, I'll also announce things in class.
There is a myth, which I've found prevalent among undergraduates, that mathematics study is a linear progression: arithmetic, algebra, geometry, trigonometry, calculus, and so on. This is almost entirely false; mathematics is a web of ideas, all related but in different ways, and the traditional high school curriculum in the United States is simply one way to organise it. That curriculum is geared towards calculus; it focuses on the ideas needed for calculus, which in turn is needed for the engineering that was central to the American economy (and the Cold War) half a century ago.
The curriculum could equally well pass from algebra to logic (including proofs), modular arithmetic, algorithms, graph theory, and (instead of calculus) abstract algebra. This is a curriculum of discrete mathematics, which is needed for computer science, systems engineering, logistics and management engineering, and similar endeavours. In another 50 years, MATH 11 may simply be the remedial class for students that didn't learn what they should have in high school; while MATH 9 (calculus) should be special material primarily for biology and economics majors.
However, if you take MATH/CS 111, the sequel to this course, then you'll probably need to get Rosen (for homework assignments if nothing else); the instructor is not likely to know or care about Lipschutz & Lipson. That may be just as well; in my opinion, Rosen is a very good book that covers a lot of useful material. Lipschutz & Lipson is less well written and less thorough; it doesn't even cover all of MATH/CS 111, let alone all of the extra material in Rosen. However, Lipschutz & Lipson does have one great superiority: it's about $100 cheaper than Rosen.
Another useful book is 2000 Solved Problems in Discrete Mathematics, by Seymour Lipschutz alone (1991), again published by McGraw-Hill. This book is a companion to Lipschutz & Lipson; as its title says, it contains 2000 solved problems, so you can use it for practice or extra study. I should also warn you not to get Schaum's Easy Outline of Discrete Mathematics. This is an abbreviation of Lipschutz & Lipson, and it doesn't cover enough material to be a textbook for this course.
Both textbooks (Rosen and Lipschutz & Lipson) are available at the UCR bookstore, but only Rosen is downstairs in the textbook section; Lipschutz & Lipson is upstairs with the general mathematics books (specifically with the educational aids among a bunch of other Schaum's Outlines). You can buy books online usually cheaper than at the bookstore (but then there are shipping delays):
There is also be a supplementary handout on Rules of Inference, which is material that's not (completely) in either textbook, but which you are still responsible for knowing:
This Summer Session course covers in 5 weeks material that is normally covered in 10 (or 11 if you count finals week). Each day of lecture here corresponds to half a week of the normal class. There's no discussion section either, which means that in total there's less class time. Be prepared to work hard, and don't expect to get away with skipping lecture.
Each week (except the last), I will also assign a research project that is due one week later. These projects ask you to write an essay (of a few pages) about a topic related to the class material. You'll have a choice of topics, and you'll probably need to do research outside of the class lecture. The projects will also be posted online.
The final exam will be July 28 Friday from 10:30 to 12:30 (there is no finals week in Summer Session). Here is a mock final, which is longer than the actual final will be; if you study for the mock final, then you should do well on the exam:
Numerically, I will grade harshly —it's hard to get 100% on any single assignment. On the other hand, the correspondence between numerical grades and letter grades is nicer than most math courses (especially at the low end):
There will be 4 projects worth 40% in total (10% each), about 16 homework assignments worth 20% in total (about 1.25% each), and 1 examination worth 40%.
In the past, I've had problems with plagiarism on the projects. In this class, whenever you turn something in, the default assumption is that it consists of either your own ideas and words or else material from the class lectures or the textbooks. Whenever this is not true (and it usually won't be true in the projects), then you must say so, or else you're cheating. So if you get an idea from somewhere else (a web site, another book, or even talking with another person), then say where you got the idea from. And if you want to copy the words that somebody else wrote (or said), then go ahead; but put quotation marks around them and say exactly who wrote what and where you read it. You should give as complete citations for the sources as possible; for example, give the complete URL of a web page, or include the page number and edition of a book.
This web page and the handouts linked from it were written between 2003 and 2006 by Toby Bartels. Toby reserves no legal rights to them.
Although the page has been preserved in its original form, the handouts linked from it have been converted to DjVu using Any2DjVu; they can be viewed on almost any operating system using DjVuLibre.
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