FACULTY OF SCIENCE

SCHOOL OF MATHEMATICS AND STATISTICS

MATH3570

FOUNDATIONS OF CALCULUS

Session 1, 2018

Cricos Provider Code: 00098G

MATH3570 – Course Outline

Information about the course

Course Authority & Lecturer: Tarig Abdelgadir, Office RC-5107, phone 9385-8817,
email [email protected]
Consultation: Consultation hours will be announced in Week 1. Please use email if you wish to
arrange an appointment outside my “definite” consultation hours.
Credit: This course counts for 3 Units of Credit (3 UOC).
Prerequisites: are at least 12 units of credit (UOC) in second year mathematics courses. MATH3570
is a compulsory course for all students intending to teach High School Mathematics. It is also relevant
to applications of mathematics in physics and engineering.
Exlusions: MATH3610, MATH3611, MATH3620, MATH5605, MATH5705
Students with a strong background in mathematics should consider taking the course MATH3611
Higher Analysis instead which serves as a higher equivalent to MATH3570, although it is a 6 UOC
course.
Classes: There will be two classes a week:

Wednesday 1 pm – 2 pm, RC-1041 Weeks 1 – 12

Thursday 11 am – 12 noon RC-2061 Weeks 1 – 12

This semester we lose one lecture in week 8 due to Anzac day. However, we will still aim to finish
by the end of week 12.
There are no extra class times for tutorials. Instead 22 of the 23 classes will be divided into 15
lectures and 7 tutorials, and the remaining class will be for the mid-semester test.
The course will consist of 6 topics:

1. Inequalities and Real Numbers (3 lects, 1 tut)

2. Sequences (3 lects, 2 tut)

3. Continuity (3 lects, 2 tut )

4. Differentiability (3 lects, 1 tut)

5. Integrability (3 lects, 1 tut)

Following the lectures for each topic there will be one or two tutorials based on problem sheets for
that topic.
Attendance at all classes will be recorded. Overall class attendance will be considered for cases of
Requests for Special Consideration.

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Web site: The MATH3570 web pages at the UNSW Moodle web site will have links to PDFs
of any printed materials for this course - Outline Lecture Notes, Problem sheets, Assignments,
Assignment Solutions, Past Mid-Session Tests and Exams and Solutions.
There will also be a link here to the Schools Student Web Portal so that students may check their
assessment marks have been correctly recorded.

Course aims
This course aims to re-examine the key ideas behind the Calculus and to give a deeper understanding
of the notions of limit, continuity, differentiability and integrability. Students will gain an understand-
ing of the underlying concepts of Calculus and rigorously justify ideas which they have previously
met at an intuitive level. The emphasis throughout will be on proof rather than applications.

Relation to other mathematics courses

This course which is compulsory for Mathematics Education majors is designed to give the theoretical
background that underpins high school and University Calculus.

Student Learning Outcomes

Students taking this course will develop an appreciation for the theoretical and logical basis for the
main results of one variable Calculus.
The ability to provide logical and coherent proofs of Calculus results, and the ability to solve Calculus
problems via abstract algebraic methods will be paramount.
Through regularly attending lectures and applying themselves in tutorial exercises, students will
develop competency in mathematical presentation, written and verbal skills.

Relation to graduate attributes

The above outcomes are related to the development of the Science Faculty Graduate Attributes,
in particular: 1.Research, inquiry and analytical thinking abilities, 4. Communication, 6.
Information literacy

Teaching strategies underpinning the course

New ideas and skills are introduced and demonstrated in lectures, then students develop these skills
by applying them to specific tasks in tutorials and assessments.

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Rationale for learning and teaching strategies

We believe that effective learning is best supported by a climate of enquiry, in which students are
actively engaged in the learning process. To ensure effective learning, students should participate in
class as outlined below.
We believe that effective learning is achieved when students attend all classes, have prepared effec-
tively for classes by reading through previous lecture notes, in the case of lectures, and, in the case
of tutorials, by having made a serious attempt at doing for themselves the tutorial problems prior to
the tutorials.
Furthermore, lectures should be viewed by the student as an opportunity to learn, rather than just
copy down lecture notes.
Effective learning is achieved when students have a genuine interest in the subject and make a serious
effort to master the basic material.
The art of logically setting out mathematics is best learned by watching an expert and paying
particular attention to detail. This skill is best learned by regularly attending classes.

Assessment
Assessment in this course will consist of

1. two assignments (10% each), due at the beginning of weeks 4 and 10;

2. one 50 minutes mid-semester test (20%) in week 6;

3. a 2 hour final examination (60%) in the June examination period covering the entire course.

The Assignments will be distributed by the second class of weeks 2 and 8 and are due no later than

• Monday 9 a.m. of week 4 for Assignment 1;

• Monday 9 a.m. of week 10 for Assignment 2.

If assignments are not handed in at class, they must be handed to me in person at my office or left
at the School’s General Office RC-3070 if I am not in my office.
In the assignments and the mid-semester test, marks will be awarded for correct working, logical
setting out and appropriate explanations an not just the final answer. The main rationale for the
assignments and test is to give students practice and feedback on logic and the setting out of proofs
and arguments in the context of calculus.
Late assignments will not normally be accepted.

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Assignments

Rationale: Assignments will give an opportunity for students to try their hand at more difficult
problems requiring more than one line of argument and also introduce them to aspects of the subject
which are not explicitly covered in lectures.
You will have to sign the University’s anti-plagiarism declaration for each assignment, declaring that
the assignment is your own work.
Assignments must be YOUR OWN WORK, or severe penalties will be incurred.
You should consult the University web page on plagiarism
www.student.unsw.edu.au/what-plagiarism

Mid-Semester Test

Rationale: The Mid-Semester Test will give students feedback on their progress and mastery of the
material.
There will be short answer questions in which correct answers are sought and there will be some
longer questions requiring clear and logical presentation of correct solutions as well as some simple
proofs and verbal explanations.
The test will be held in the second class of Week 6, i.e. Thursday 12th April 11 am–12 noon,
You may bring your own non-programmable hand-held Scientific Calculator to the test. Calculators
will not be provided for you.

Examination

Duration: Two hours.

Rationale: The final examination will assess student mastery of the material covered in the lectures.
Weighting: 60% of your final mark.
Further details about the final examination will be available in class closer to the time.
Some Past exam papers with solutions will be made availbable via the Moodle page.

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Syllabus and Class Schedule

Additional resources and support

Tutorial Problems

A set of tutorial problems for each topic will be handed out at the start of each topic and will also
be available from the UNSW Moodle web pages for MATH3570. These problems are for YOU to
do to enhance mastery of the course.
Students should attempt most of the problems BEFORE the tutorial when they will be considered.
SOME of the problems will be done in tutorials, but you will learn a lot more if you try to do them
before the tutorial.

Textbooks

There is no set text for this course.

The content of the course will be defined by the lectures. Any book on elementary calculus (such as
the standard first & second year text Calculus: One and Several Variables by Salas, Hille and Etgen)
may prove useful. (This course is concerned only with one variable calculus).
For books more closely connected to the themes of this course, you may consult any of:

• Calculus by Michael Spivak (1st ed., Addison-Wesley/Benjamin, 1967; 2nd ed. Publish or
Perish, 1980; 3rd ed. Cambridge Univ. Press, 2006)
• Elementary Mathematical Analysis by Colin Clark (2nd ed. Belmont, 1982), previously pub-
lished as The Theoretical Side of Calculus.
• Introduction to Analysis by Edward D Gaughan, (5th ed., Brooks and Cole, 1998)
• Principles of Mathematical Analysis by Walter Rudin, (McGraw Hill, 3rd ed, 1976).
• Elementary Classical Analysis by Jerrold E. Marsden, (W.E. Freeman, 2nd ed. 1993).
• Real Analysis by Frank Morgan, (1st ed. American Mathematical Society, 2005).

Also there are many books related to some of the topics.

For example on Infinite series there are three short books:

Infinite sequences and series by K. Knopp

Infinite series by J. Hyslop

Infinite series by I. Hirschmann

All these are available in the UNSW library. Further suggestions may be mentioned in lectures.

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The book by Spivak is a classic first university level calculus text with a chatty, readable style but
is also quite rigorous on proofs and the foundations of calculus.
The book by Gaughan covers most of the material of this course and is closest to the aims of this
course.
The books by Rudin and Marsden are a bit more advanced.
You will not have to buy any of these books but I would highly recommend Spivak’s book, if not
for now then for your future career as a mathematics teacher.

Course Evaluation and Development

The School of Mathematics and Statistics evaluates each course each time it is run. We carefully
consider the student responses and their implications for course development. It is common practice
to discuss informally with students how the course and their mastery of it are progressing.

Administrative matters
Additional Assessment

See the handout entitled Semester 1 2016 - Important Information for Undergraduate
students which is attached to the version of the Course outline handout distributed at the first
lecture.
For the on-line version of this Course outline, the information on Additional Assessment may be
found on the School of Mathematics and Statistics Web page at
Current Students > Undergraduate
> Help for Students > Information for all UG Students, Semester 1
Please read this document carefully!
These rules have been revised for 2016.
In particular note the last section on Concessional Additional Assessment. Any student in
any mathematics courses who receives a preliminary final mark - which includes the exam
mark of 45 – 49 is automatically entitled to take the Additional Assessment exam and have a second
chance at passing the course. The maximum final mark after Concessional Additional Assessment is
50.
Please note the preliminary final mark includes the exam mark.
Even with 100% assessment in the three assessment tasks: Assignments 1 & 2 and the Mid-semester
test, this amounts to only 35% of the final mark, so if you miss the final exam and if you do
not put in a request for Special Consideration with a medical certificate for illness etc,
then you do not get Additional assessment and you will fail the course!

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Plagiarism and academic honesty

Plagiarism is the presentation of the thoughts or work of another as one’s own. Issues you must be
aware of regarding plagiarism and the university’s policies on academic honesty and plagiarism can
be found at

http://www.student.unsw.edu.au/what-plagiarism