**Section:**103

**Background and Goals:** For a student who has completed the calculus sequence, there are two sequences which deal with linear algebra and differential equations, MATH 216-417 (or MATH 419) and MATH 217-316. The sequence MATH 216-417 emphasizes problem-solving and applications and is intended for students of Engineering and the sciences. Math majors and other students who have some interest in the theory of mathematics should elect the sequence MATH 217-316.

**Content:** MATH 216 is a basic course on differential equations, intended for engineers and other scientists who need to apply the techniques in their work. The lectures are accompanied by a computer lab and recitation section where students have the opportunity to discuss problems and work through computer experiments to further develop their understanding of the concepts of the class. Topics covered include some material on complex numbers and matrix algebra, first and second order linear and non-linear systems with applications, introductory numerical methods, and elementary Laplace transform techniques.

**Alternatives:** MATH 286 (Honors Differential Equations) covers much of the same material in the honors sequence. The sequence MATH 217 (Linear Algebra)—MATH 316 (Differential Equations) covers all of this material and substantially more at greater depth and with greater emphasis on the theory. MATH 256 (Applied Honors Calculus IV) is also an alternative.

**Subsequent Courses:** MATH 404 (Intermediate Diff. Eq.) covers further material on differential equations. MATH 217 (Linear Algebra) and MATH 417 (Matrix Algebra I) cover further material on linear algebra. MATH 371 (ENGR 303) Numerical Methods) and MATH 471 (Intro. To Numerical Methods) cover additional material on numerical methods.

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**IMPORTANT:**These syllabi are provided to give students a general idea about the courses, as offered by LSA departments and programs in

**prior academic terms**. The syllabi

**do not**necessarily reflect the assignments, sequence of course materials, and/or course expectations that the faculty and departments/programs have for these same courses in the current and/or future terms.

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