<p>I realize that placement into math classes is a very individual process that differs for everybody, but I was wondering which math class most people enter UChicago at. I'm going to be a Bio major, and I am completing Multivariate and DiffEq this year. Do most people who take these courses in high school go on to the next math level, repeat this class, or maybe even repeat BC (I scored a 5)? I would especially love to hear from current students. Thanks!</p>
<p>For starters, most entering students don’t have near the amount of math experience you have. I’d say the center of gravity is somewhere around 152. A lot of biology majors drop to the 130s sequence, since it’s easier. People with a 5 on the BC exam generally place at 153 or above. In the 150s, there is a fair amount of overlap with high school calculus. It will no doubt be harder than the AP class in terms of the functions you’ll be dealing with, but there won’t really be that many new and mindblowing concepts. The 160s sequence is faster-paced and proof-based, and it will be absolutely nothing like high school calculus. </p>
<p>If you happen to get the 153 pushing 161 placement (which is likely for you), the fastest and easiest way for you to finish your math requirements will be to take 153. Too many people get placed into 160s and get murdered by the amount of work and the difficulty of the tests, only to have it mean little as far as educational requirements go. If you love learning math like a true UChicago student, then go ahead and take 199 as an elective, which is the proof-based course for people who didn’t take 160s. But taking 160s as a biology major just because you like math probably isn’t a good idea. Since I’ve been hanging around this forum for a while, I predict the upcoming wave of parents who will say that their kids are loving their 160s classes, and while they’re a challenge, they’re learning so much. But the reality is that the 160s sequence is brutal for most of the students who start in it. </p>
<p>And finally, to all the entering students, don’t put too much thought into this yet. This will all be resolved very quickly during O-Week with the placement test and adviser meetings, and you can also talk to students once you get here to get a better feel for your options.</p>
<p>Thank you for your thorough response. :)</p>
<p>I’m considering doing a degree in either Economics or Math w/Economics. Do most of the people going through the Math w/Econ pathway complete the honors sequence or the 150s?</p>
<p>Foolio, given that you’re going to want an excellent math background to get through the Econ, I’d go with the Honors. (bias warning: parent of math major) Maybe an Econ or math/Econ person will pipe up.</p>
<p>From the catalog:
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<p>You could take 150s Calc, but then you’d have to take 199, the proofs course, before starting Analysis. I’d save the quarter and do 160s Calc (Honors) if you feel your background is strong enough. 160s will give you preparation in proofs you’ll need for Analysis.</p>
<p>I thought this question was interesting, so I took a look at UChicago Timeschedules. Last fall, the distribution of students in Calculus sequences was approximately: 130s - 350, 150s - 660, 160s - 190. (In the 150s sequence, about half the students were taking the second or third course in the sequence as their first course.) By spring, the 160s cohort was down to 140. In addition, over the course of the year about 140 students took 199, which is the “catch-up” course people who did not take 160s need to major in math (including math w/ econ) or to take most higher-level math courses.</p>
<p>So, basically, over the course of the year about 280 students would have qualified to take higher-level math courses, and they are split evenly between people who took the 160s sequence and people who took a lower sequence (130s or 150s, but most likely 150s) and then took 199. About 100 people per class major in math (which includes math w/econ), which is about a third of the people who qualify for higher-level math. </p>
<p>Also, it looks like you wouldn’t necessarily lose a quarter if you opted for 150s, because the half of students who start in 152 or 153 could get through 153 + 199 in the same time it takes 160s students to complete that sequence, or even less. And some students, I believe, will place directly into 199.</p>
<p>On the other hand, I think the Chicago math department is extremely proud of 160s, which is their signature course. They would like everyone capable of taking it to take it. It’s reportedly a lot more work than 150s, but also reportedly gets better instructors and is graded to a higher curve. Several sections are done on an “Inquiry-Based Learning” basis, which is even more work but which students rave about how great it is. My impression is that people who know they want to major in math (or math w/ econ) would probably decide to take 160s if they can, that being the front door to the department.</p>
<p>(I’m not talking here about the outliers at either end of the spectrum, who either aren’t ready for any calculus class, or the dozen or so each year who place beyond 160s or 199.)</p>
<p>As a postscript to JHS’s excellent post, there is also one IBL Analysis section, if one takes the 160s IBL sequence and decides that teaching methodology is preferable to Honors Analysis. (I have a kid who did IBL Analysis instead of HA with no regrets.)</p>
<p>I tried to look up a little bit about IBL, but I couldn’t find a great site/description. Is there a site that I could read, or could somebody tell me more about it?</p>
<p>There’s no official professor in IBL. The class is largely self-taught by its students—10-15 students teach their own lectures, lessons, etc. Ergo, workload can be less (or more intensive) than honors Calculus.</p>
<p>There are also faculty advisors—who monitor the action.</p>
<p>That sounds really fun and interesting. How does it work with finals and other exams, though?</p>
<p>Just in case I wasn’t clear, consider 160s carefully. I’m not questioning your abilities in any way. But the 160s often end up being a lot of work, and if you’re a biology major, it actually adds to the amount of math courses you have to take. If you like learning proof-based math, it’s a better idea (in my opinion, after seeing students suffer in 160s) to take 199, or audit a 160s class if you want. I know someone who’s auditing a 160s class, and she really enjoys learning the material without the stress of completing ridiculous problem sets and taking ridiculous tests.</p>
<p>You can’t get credit for an audit, though, can you? How would it fit into your schedule? (I’m also trying to graduate early since I have a lot of AP credit already, and because the school is a bit expensive for me.)</p>
<p>Right, an audit does not give you credit. As you probably know, full-time students take either three or four classes each quarter. Whereas you cannot take a fifth class without paying extra tuition, you are free to audit classes in addition to the four class allotment.</p>
<p>Oh okay. Thanks!</p>
<p>I thought you had to pay to audit the fifth class…</p>
<p>Nope. Only if you’re going to take it for credit. You can also register for more than 4 classes (I think they let you have 6) at the beginning of the quarter. That way, you can try out some different courses, and then pick four you want to continue before the end of Week 3 of each quarter.</p>
<p>Also, a benefit of the quarter system is that we spend less time in class per day than students on the semester system do. I’m taking four classes this quarter, but I spend a maximum of four hours per day in class. On Friday, I only have class for one hour. I work 12-15 hours per week at my campus job, so I fill the excess time easily, but in terms of the time required, there’s no problem fitting an audited class into your schedule.</p>
<p>I’m very nervous about not placing into the 130s sequence. I’ve always found math interesting, but have always been in low level math classes (ie not honors). With a 600 on the math section of the SAT, how much time should I put into studying Trig/Pre-calc before the test during orientation? I was thinking about using Khan Academy’s videos.</p>
<p>my son is wants to take statistics – and no other math (he is not a science/math major). Do you have to place into stats? He hasn’t studies math during his gap year and doesn’t really want to study over the summer. He took standard level IB maths in high school and did just find (5 on the IB, I think). Advice?</p>
<p>signit: You really shouldn’t study anything new. If you are not ready for it, why don’t you let them prepare you rather than prepare yourself? One of my kids had been in advanced-level math classes, then dropped back to take a non-AP calculus course, which she did very well in. She had 700 or better on her Math SATs (I and IIa). 130s was not easy for her at all.</p>
<p>hsmomstef: He’ll probably have to stick to his guns a little. The advisors will take a shot at getting him to take a calculus class. I don’t think there’s a special statistics placement test (maybe there is), but I suspect they use the regular math placement test (which he’s not going to get out of, no way, nohow).</p>
<p>STAT 20000 has no prerequisites, so as long as you place in MATH 11200 or above, that’s an option.</p>