MATH 1333 -- Mathematics for Measurement (MTH 1573)

Catalog description: A course designed for non-mathematics and non-science majors. Topics include logic, variation, functions, equivalence, congruence, right triangle geometry, and other measurement topics. Prerequisites: A passing score on the mathematics portion of the THEA test or a satisfactory score on the ACC Assessment test (TCOMPASS Algebra 39+) or MATD 0360

Transferability: This course has the Texas Common Course Number MATH 1333, so it is a generally transferable course. That means that students who are transferring the Core to a four-year school should have this course count. However, the four-year schools in the Austin area do not have a course listed as equivalent to MATH 1333, so it is not clear how those four-year schools will consider this course for specific degree plans. In the latest summary we have seen of which schools in Texas offer which courses, 16 schools, but no four-year schools, had a MATH 1333.

How does this course differ from other freshman math courses? Mathematics is the study of pattern. Some of these patterns are complex enough that it takes several semesters or several years to master the necessary mathematics to understand them. Much of our high-school and standard college-level mathematics curriculum is designed to prepare students to be adept at those mathematical skills which will carry them to higher math courses. However, not all students will go on to study calculus. Many people feel that such students should have the opportunity to take a freshman survey course covering some of the other patterns and areas in which mathematics is used. For many years, ACC has had such a survey course -- MATH 1332, Topics in Mathematics (MTH 1513). It is an excellent course for many students. However, in consultation with faculty members in various departments, we have also seen that some students would benefit from a survey course that is more focused on measurement. Thus we have created MATH 1333, Mathematics for Measurement. Like MATH 1332, it does not prepare students to go on to higher-level mathematics courses.

Syllabus:

  1. Right-triangle geometry. Similarity concepts in geometry have been used since ancient times to measure distances. Students will explore these concepts by doing some activities in actual measurements and other activities discovering relationships among the geometrical concepts that were used to extend the boundaries of what could be measured -- even to the stars! Students will learn to solve both right triangles and general triangles using applied trigonometry.
  2. Variation. When we use a ruler or any other measuring instrument, the answers are only approximations. How is this variability quantified and communicated? What are some techniques used to reduce variability and how are specific techniques selected in some applications? What do the rules for significant digits communicate about variation in measurements?
  3. Mathematical Models. How do we predict the population of the US at some future date? Or the grain production of the US at some future date? Mathematical models of growth fit into several categories. Some of the most useful are linear models and exponential models. These will be explored, with focus on how the characteristics of the situation lead to the choice of a type of model and how to use the model to make predictions.

We do not assume that students already have any specific computer skills. In this course, students will learn to use a spreadsheet program to make graphs, investigate formulas by changing the parameters and seeing how that changes the graphs, investigate mathematical models for data, and use a spreadsheet to do various calculations on data sets. Students will, as a group, write a trigonometry workbook to solve all cases of right triangles and general triangles. Then they will use this workbook to solve typical trig-book applications problems.

Course materials:

Homework and grading policies: See the first-day handout.

Last updated January 7, 2010 . Mary Parker