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\title{Math 112: Introduction to analysis}
\author[Math 112: Introduction to analysis]{Section S01, Spring 2015}
\date{26.I.15}

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Place:  &Library 389\\
Time: &MTWF, 8--8:50\textsc{a.m.}\\
Instructor: &Kyle Ormsby (\href{mailto:ormsbyk@reed.edu}{\nolinkurl{ormsbyk@reed.edu}})\\
Office Hours: &TW 11\textsc{a.m.}--noon \& $\theta$ 2:30--3:30\textsc{p.m.} in Library 313\\
&Also by appointment and chance encounter\\
Tutoring: &SuMTW$\theta$ 7--9\textsc{p.m.} in Library 387\\
&Individual tutoring through Student Services\\
Textbook: &\emph{Introduction to Analysis} by Irena Swanson\\
&Available \href{http://people.reed.edu/~iswanson/analysis.pdf}{online} and at the bookstore\\
Website: &\href{http://people.reed.edu/~ormsbyk/112/}{\nolinkurl{people.reed.edu/~ormsbyk/112/}}
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\subsection*{Summary}
In this course, we will study introductory analysis, the part of mathematics which analyzes size, distance, and change via the real and complex number systems.  More importantly, we will learn how to practice mathematics as mathematicians do:  via axiomatization, creative insight, and proof.  Topics covered include the field axioms, the real and complex numbers, sequences, series, complex functions, complex differentiation, power series, and the complex exponential.

Class meets Monday, Tuesday, Wednesday, and Friday each week.  With some exceptions, we will take a micro-quiz each Wednesday, and homework is due each Friday.

We will use Irena Swanson's course notes, \emph{Introduction to Analysis}, which 
are available for free online.\footnote{\href{http://people.reed.edu/~iswanson/analysis.pdf}{\nolinkurl{http://people.reed.edu/~iswanson/analysis.pdf}}} Printed copies are available for a fee at the bookstore.  Reading will be 
assigned from this text in advance of most course meetings, and many homework problems will be drawn from it.

\subsection*{Participation}
Our meetings will use your reading as a springboard for
discussion of and deeper interaction with the mathematics presented.
As such, it is key that readings be completed in advance of our
meetings.  All of our meetings will place an emphasis on active
engagement with mathematics, proofs, and problem solving.

\subsection*{Homework}
Homework is due at the start of class each Friday (excluding
holidays).  In addition to written comments, each problem will be
evaluated on a five-point scale:
\begin{itemize}
\item[5 --] Perfect, well-communicated solution.
\item[4 --] Right idea with minor errors in mathematics or exposition.
\item[3 --] Right idea with major problems in execution.
\item[2 --] Incorrect solution with significant idea.
\item[1 --] Incorrect solution with relevant idea.
\item[0 --] None of the above.
\end{itemize}
Late assignments \emph{will not be accepted}. Please turn in clean solutions (not scratch work)\footnote{Interested students are 
encouraged to prepare solutions in the \LaTeX~document preparation 
system.  A guide to \LaTeX~resources is available on the course 
website.} and provide
explanations or proofs except when explicitly noted otherwise.

This term we will experiment with student production of solution sets.  I will select well-presented solutions, scan and anonymize them, and then post them to the course website.  \emph{If you do not want your solutions published, please email me expressing your desire to opt out.}

\subsection*{Collaboration}
Collaboration on homework is encouraged.  Feel free to work with a
friend, group, or tutor as you work out solutions to the problems.
Your collaboration rights, though, come with two responsibilities:
\begin{itemize}
\item[1.] Write up your final solution independently from your
  collaborators.  Copied work is unacceptable.
\item[2.] Acknowledge all collaborators and tutors by listing their
  names at the start of your solution.
\end{itemize}
Failure to shoulder these responsibilities constitutes an Honor 
Principle violation and will be dealt with accordingly.

\subsection*{Office hours}
Everyone is encouraged to attend office hours.  Whenever available, I am happy to discuss curricular and extra-curricular mathematics.  This can be an opportunity for you to review confusing material, ask questions about (past, present, and future) homework,\footnote{There are no dumb questions, but there are poorly prepared homework questions.  Office hours are intended to help you get unstuck --- not started --- on homework problems.  Good office hours questions tend to take the form ``I tried $X$, but it doesn't seem to work because of $Y$; what can I do?"} or just mull over ideas you find fascinating.  

\subsection*{Technology}
The use of electronic devices (cell phones, computers, tablets, 
calculators, \emph{\&c}) is strictly prohibited in the classroom without prior 
authorization from the instructor.  That said, legitimate uses 
of technology (\emph{e.g.}, note-taking) will be accommodated --- 
just talk to me first.

A number of computing resources are available for free online or 
through Reed.  These include the open-source software Sage\footnote{
\url{http://www.sagemath.org}} and proprietary Mathematica.\footnote{
 \url{http://www.reed.edu/cis/help/software/mathematica.html}}  These 
 can be useful tools for visualization and computation, but should be 
 used responsibly.  Feel free to check your answers with a computer, 
 but avoid going to the computer first.

\subsection*{Tests and grades}
We will have two midterms and a final exam.  Your exams, homework, quizzes, and class participation will be taken into account in the determination of your final grade.

\subsection*{Notes}
\begin{itemize}
\item Take the date of our final exam into account before making
  end-of-term travel plans.  Accommodations for alternate final exam
  times will not be made.
\item Please contact me as soon as is reasonably possible if you will
  miss an assignment due to illness or emergency.
\end{itemize}

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\noindent One last thing:
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Math is hard, but we're going to get through this together.
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