<p>I am an admitted student to the class of 2018 at the University of Chicago, and now, during the summer, I am trying to prepare myself for the college in the fall. I'm quite interested in linguistics and, though without any former training, in computer science. However, I have some questions about the mathematics for CS major:</p>
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<li><p>According to the Requirement of CS at on Catalog (<a href="http://collegecatalog.uchicago.edu/thecollege/computerscience/#summaryofrequirements">http://collegecatalog.uchicago.edu/thecollege/computerscience/#summaryofrequirements</a>), the required calculus sequence is only elementary calculus (13100-13200). However, I always think math is quite important to CS. Therefore, since I had already had a 5 on AP Calculus BC (which ha already surpassed its required calculus, by the way), is there any point for me to forgo my AP and try to take Honor Calculus, which seems much more theoretical and challenging? </p></li>
<li><p>About specific topics covered in Calculus Accreditation Exam during the O-Week. The site only says it requires single variable calculus, which I think is too broad a term. Has anyone here taken this exam before? Is this test harder than, or about the same as, AP Calculus BC? How can I prepare for it? For example, is Michael Spivak's "Calculus" a good book for it?</p></li>
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It’s a good idea if you don’t have competency in proofs. In CS, for example, there are times proofs come up. Additionally, Honors Calculus would probably increase your fluid intelligence significantly, and that’s helpful for any good field. However, if you’re well-prepared, you might start with MATH 19900, enabling you to keep your calculus credit.</p>
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I’ve never taken it, as I’m an incoming first year, but from what I’ve read, I glean that most of it is computational like the BC. Aside from that, the free response section will cover some Honors Calculus material and involve using basic proofs techniques and definitions found in Spivak.</p>
<p>Just wanted to give a quick note that you will not need to make any decisions about this until orientation week-- students do not select courses until after completing placement tests and meeting to discuss the results/their academic interests with their adviser. This is something I would definitely encourage you to discuss with him/her.</p>
<p>I just want to add that the University of Chicago math department and its placement test are your friends, not some gatekeepers trying to hold you back. I think in a real and important way they want every student to achieve the student’s own math objectives to the best of his or her ability. They offer many different tracks through calculus (although I think there’s no question they have an idea what the “best” one is, and that’s usually Honors Calculus). It’s a much better idea to wait and to discuss what you want to accomplish with someone from the math department (note: not necessarily your general academic adviser) than to assume you know what courses will best serve your needs.</p>
<p>Also re placement tests: In my kids’ experience, at least, the Chicago placement tests were completely fair and efficient, and they didn’t have to wait for anyone to tell them how they had scored to know what their placement options would be. They weren’t tricky at all, just a short set of mainstream questions that you could do if you understood that level of material and were basically impossible if you didn’t. Refreshing your memory about things you know well is fine, but it’s not a good idea at all to try to “study” for the test to place at a higher level. Pretty much the worst thing that can happen to you is you luck out and get asked to do something you know how to do without really understanding it, and placing into a class that you aren’t really prepared for. </p>
<p>Even that’s not so bad, though. In math, they are pretty good about letting people shift around among courses the first few weeks to make certain students are at a level where they will be able to succeed based on hard work, but without feeling they are going over stuff they already knew or that they are completely over their heads and drowning.</p>
<p>The point is: They are the experts in teaching math to smart, ambitious undergraduates. You may be unique in many ways, but they have seen lots of students just like you over the years, and you won’t be the last student like you they see, either. They know what you need, and how to give it to you. Trust them.</p>
<p>Thank you all for your replies! I was very moved by your kind and useful advices! As JHS suggested, this summer I am going to keep refreshing what I have learnt by doing exercise but not to study specifically for the exam. </p>