Unit name | Analysis |
---|---|

Unit code | MATH10011 |

Credit points | 20 |

Level of study | C/4 |

Teaching block(s) |
Teaching Block 4 (weeks 1-24) |

Unit director | Dr. McGillivray |

Open unit status | Not open |

Pre-requisites |
A in A Level Mathematics or equivalent |

Co-requisites |
None |

School/department | School of Mathematics |

Faculty | Faculty of Science |

**Lecturers: Oleksiy Klurman and Lee Butler**

The unit aims to provide some basic tools and concepts for mathematics at the undergraduate level, with particular emphasis on fostering students' ability to think clearly and to appreciate the difference between a mathematically correct treatment and one that is merelyheuristic; introducing rigorous mathematical treatments of some fundamental topics in mathematics and preparing students for higher level pure mathematics courses involving analysis.

**Unit Description**

Analysis introduces the style of logically precise formulation and reasoning that is characteristic of university-level mathematics; it studies the foundations of elementary calculus in this style using logical quantifiers. It starts from basic properties of the real numbers, studies sequences and series, functions and their limit points, and basic results on continuous functions. It also presents a rigourous treatment of differentiation and integration, and includes inverse functions, series, expronential, logarithmic, and trigonometric functions, uniform continuity, and sequences and series of functions.

At the end of the unit, the students should:

- be able to distinguish correct from incorrect and sloppy mathematical reasoning, be comfortable with "proofs by delta and epsilon",
- have a clear notion of the concept of limit as it is used in the context of sequences, series and functions,
- have a clear understanding of the basic properties of continuous functions,
- have a clear notion of the concepts of differentiation and integration,
- have a clear understanding of fundamental functions (such as exponential functions),
- have a clear understanding of series,
- have seen proofs of important results in the course and be able to apply these results to solve standard problems.

The unit will be taught through a combination of

- synchronous online and, if subsequently possible, face-to-face lectures
- asynchronous online materials, including narrated presentations and worked examples
- guided asynchronous independent activities such as problem sheets and/or other exercises
- synchronous weekly group problem/example classes, workshops and/or tutorials
- synchronous weekly group tutorials
- synchronous weekly office hours

Assessment for learning/Formative assessment:

- problem sheets set by the lecturer and marked by the students' tutors.

Assessment of learning/Summative assessment:

- Two timed, open-book examinations (each worth 45%) after each teaching block
- Coursework (10%)

**Recommended**

- Colin W. Clark,
*Elementary Mathematical Analysis*, Wadsworth Publishers of Canada, 1982 - John M. Howie,
*Real Analysis*, Springer-Verlag, 2001 - Steven G. Krantz,
*Real Analysis and Foundations*, CRC Press, 1991 - Kenneth A. Ross,
*Elementary Analysis: The Theory of Calculus*, Springer, 2010

**Further**

- Robert Gardner Bartle and Donald R. Sherbert,
*Introduction to Real Analysis,*John Wiley 2000