To anyone that's taken this course, how useful is the tutorial? I have a conflict and am thinking about just replacing the tutorial with self-studying. Any help is appreciated!

What does the tutorial conflict with? (Course, Lab, other Tutorial) It's probably alright to miss...as in I'm like 98% sure...but I can't guarantee it, since it changes from year to year. The best bet is to email the professor, Dr Hambleton, and ask his opinion.

He's fairly intimidating in person from my experience, but has a nice welcoming email style, haha. Maybe I'm just intimidated because he does great research and it's in an area I find interesting.

(Unrelated note: If I get the 1C03 tutorial then you'll be missing some good times ): But then I may be able to just let you know what you miss, haha.)

It conflicts with a PHYS 1BA3 class... thus, unfortunately, class > tutorial... the other option is to take math 1c03 next year... but that's a pain...

i'll e-mail Dr. Hambleton. thanks mowicz!

I'm not sure if this would be helpful at all, but I'm in C01 of PHYSICS 1BA3 and also in Math 1C03 and there is no conflict for me. The classes are at 9:30am on Tuesday, Wednesday and Friday.

yeah. unfortunately, i have math 1xx3 at that time.. I could have take 1aa3... but that would be stupid on my part cause 1xx3 is exclusive to m&s kids... which means smaller class

^^1XX3 is also more intense than 1AA3. Which is always a good thing. (:

Originally Posted by Mowicz

^^1XX3 is also more intense than 1AA3. Which is always a good thing. (:

Challenges are always a nice welcome ^-^

What's more intense about 1X03 and 1XX3 than 1A03 and 1AA3? Is it that 1X involves more proving of mathematical statements, as opposed to applying rules to solve problems? For example, perhaps 1X would involve making a proof of l'Hospital's rule while 1A just involves learning and applying the rule?

Also, is there anything in 1X that couldn't be learned from Stewart's 6E, and following a course outline like this?

Just wondering, since I'd be interested in learning the reasoning behind the math in these courses on my own.

1) Yes, 1X / 1XX (as opposed to 1A/1AA) and 2X/2XX (as opposed to 2A) develop more Mathematical Maturity. What this means is the ability to think like a mathematician...and what this means, is the ability to think about why things are true, as opposed to just blindly using the theorems and stuff.

This isn't to say nobody in 1A/1AA has this skill or ability, but in 1X/1XX time is spent on all of this...and the material progresses at a slightly quicker rate.

2) No, Stewart's 6E should have all of the required mathematical depth...some may just be omitted during 1A/1AA.

Here's an example: In 1A03 you don't learn the following definition of the limit (or at least it isn't crucial) but in 1X03 it is:

We say lim x->p f(x) = L if:

For all epsilon > 0, there exists a delta > 0 such that for all points x with
|x-p| < delta, we have |f(x) - L| < epsilon.

A person at the end of 1X/1XX should understand this completely, while someone in 1A/1AA will scratch their heads.

It really isn't a difficult concept, it just takes some instruction.

Originally Posted by Mowicz

1) Yes, 1X / 1XX (as opposed to 1A/1AA) and 2X/2XX (as opposed to 2A) develop more Mathematical Maturity. What this means is the ability to think like a mathematician...and what this means, is the ability to think about why things are true, as opposed to just blindly using the theorems and stuff.

This isn't to say nobody in 1A/1AA has this skill or ability, but in 1X/1XX time is spent on all of this...and the material progresses at a slightly quicker rate.

2) No, Stewart's 6E should have all of the required mathematical depth...some may just be omitted during 1A/1AA.

Here's an example: In 1A03 you don't learn the following definition of the limit (or at least it isn't crucial) but in 1X03 it is:

We say lim x->p f(x) = L if:

For all epsilon > 0, there exists a delta > 0 such that for all points x with
|x-p| < delta, we have |f(x) - L| < epsilon.

A person at the end of 1X/1XX should understand this completely, while someone in 1A/1AA will scratch their heads.

It really isn't a difficult concept, it just takes some instruction.

Yeah, we saw that definition in 1A/1AA but it was never applied and I still don't understand what it completely means.

It's not that bad, it's basically:

"|x - p| < delta" means the points in the domain are 'close' to p (since we can make delta as small as we want). To say it differently, "the distance between x and p is at most delta (which is very small)"

"|f(x) - L| < epsilon" means the points in the range are 'close' to the limit, L (again, epsilon gets very small). To say it differently, "The distance between f(x) and the limit L, is at most epsilon (which is very small)"

So it basically means the function is 'well behaved' around the limit point, and doesn't jump or wiggle around like crazy.

Originally Posted by Mowicz

It's not that bad, it's basically:

"|x - p| < delta" means the points in the domain are 'close' to p (since we can make delta as small as we want). To say it differently, "the distance between x and p is at most delta (which is very small)"

"|f(x) - L| < epsilon" means the points in the range are 'close' to the limit, L (again, epsilon gets very small). To say it differently, "The distance between f(x) and the limit L, is at most epsilon (which is very small)"

So it basically means the function is 'well behaved' around the limit point, and doesn't jump or wiggle around like crazy.

Oh, that makes so much sense! Wow, that's amazing ^-^ Thanks!

All fear the great powers of Mowicz. Haha.

I e-mailed Dr. Hambleton. Hopefully I hear from him on monday/tuesday.

There's always summer school as an option too . Hopefully you get a reply soon! And it works out

Unrelated, but what are you TA'ing this year Mowicz, to make sure I take that class, haha

In first term I'm TAing Vector Calculus (Math 2A03)...unfortunately , I don't think you can get into that this year, right? ): I'm slightly disappointed, I originally picked 2X03 because I thought I could make a difference, and I'd be with all the math students (aka the interested students)...haha.

2nd term I don't know...I'm hoping to get a linear algebra course, but nothing's set in stone yet. (: