Mat 310 S00
Abstract Algebra
Syllabus, part One
Fall 2010
Professor: Gretchen W. Whipple
Course Description:
This course is an introduction to abstract mathematical structures, principally groups, and rings. Students
investigate axiomatic and abstract structures by exploring elementary group, ring, and field theory. They
examine the properties of Symmetry Groups, Permutation Groups, and subgroups of the Real Numbers,
homomorphisms, and isomorphisms and refine proof-writing and proof reading skills.
Course Goals:
The successful student will
 understand the notion of binary operation
 know the axioms for a group
 be familiar with standard examples of groups
 determine subgroups and factor groups of finite groups.
 determine, use, and apply homomorphisms between groups.
 define and construct examples of rings
 develop and refine appropriate skills to critically analyze mathematical proofs
Assessment:
● Basic skills and knowledge will be assessed through class participation and exams.
● Proof reading, writing, and analyzing techniques will be assessed through result presentations
and problem sets.
Course Resources:
Required
Textbook:
Abstract Algebra
I.N. Herstein, 3rd Edition
Available, so take advantage of:
Professor: Gretchen W. Whipple
Office: Spidel 207
Wiley, ISBN: 0-471-36879-2
Class:
It Meets: TThF2 11:00-12:20
Classroom: Spidel 112
Miscellaneous:
A folder or composition notebook
for Problem Sets
Office Hours: MWF1 2:30-3:50
TThF2 9:30 – 10:30
e-mail: gwhipple@warren-wilson.edu
 Note: I only read/respond to email in
the AFTERNOON.
Telephone: Ext 3098
There are additional Abstract Algebra texts available in Spidel Café and in WWC Library.
Please employ these references wisely. If you refer to another text, please be sure to document it.
Please be conscientious of others and do not remove these books from Spidel Café
for more than overnight.
Class Participation:
Part of your grade will represent your willingness and ability to ask questions and present results
in class. When you have difficulty with one of the assigned problems you are to email the entire class,
myself included, and state the number. Do this by noon the day before class. (If there are several
problems you don’t know how to begin, you should see me to clarify where to start early enough for you
to truly try the problems.) In class I will ask for volunteers to speak to the problem(s) requested. I will
warn you if you are not volunteering enough or if I need you to sit back and let others volunteer.
Mat 310 S00
Abstract Algebra
Fall 2010
Professor: Gretchen W. Whipple
Syllabus, part One
Problem Sets:
Problem sets will be specific problems from the daily homework that will be due the Thursdays of odd
weeks. You may work together on these problems, but your written solution must be your own. We will not
discuss the problems from the Problem Sets in class; if you don’t know how to start a problem see me or talk to
a classmate.
Trying the homework, assigned daily, is an essential practice to succeed in this course. You may not be
able to complete all of the problems, but you should have reasonably attempted each problem, prior to class.
Grading:
 Presentation of Results, PR average.
 Problem Sets, PS. (It is essential that these be completed on-time.)
 Exams, E. We will have 3 exams. Each exam will be worth 100 points.
(Exams will be on Sept 16th, Oct 28th and Dec 15th)
Your final grade will be calculated using the following formula:
Final Grade = 0.30PR + 0.35PS + 0.35E
Letter grades will be assigned on a ten-point scale.
Course Policies: (NOT in order of importance)
 Students are expected to attend all class meetings. Students should arrive on time, prepared to have fun
thinking algebraically, and stay until the class is dismissed.
 It is essential, for your learning and my sanity, that you keep up with the class and that you do the work
required on time. All late work will be assigned a 10% late penalty. Work more than a week late, or if
we have discussed the problem in class, will not be graded.
 Some of your assignments will be writing assignments. All written work should be legible. Correct
grammar and punctuation should be used. Write in complete sentences.
 Students will be encouraged to work together on some assignments. However, ANY work submitted
with a single name should represent ONLY that student’s work. Credit should be given to ANY
supporting source, including classmates. Submitting a copy of work done by others – another
student, an author of a book, something on the internet – will result in a grade of 0 (zero) on the
work, and as a result, potentially an F in the course.
 If circumstances cause you to miss an exam be sure to contact me, via phone or email, BEFORE the
exam. Documentation of the circumstance may be required before you are allowed to make up the
exam. If you fail to contact me before the exam, I may allow you to make up the exam, but I will assign
a 10% penalty.
 To assure that you receive the credit you deserve for your work, please: (Guidelines for anything to be handed
in)
o
o
o
o
o
o
o
put your name on your work
be neat, what I can't read, I can't give you credit for;
avoid inks that bleed through the paper, or write on only one side of the paper
clearly label each problem
assemble the sheets containing your solutions in the correct order
DO NOT STAPLE SHEETS TOGETHER
use complete sentences, correct mathematical notation, and proper grammar when responding in
writing
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Mat 310 S00
Abstract Algebra
Fall 2010
Professor: Gretchen W. Whipple
Syllabus, part One
Miscellaneous Comments:
It is recommended that you allow at least two hours per assignment. Read the section slowly, with pencil and paper at hand.
Take notes or outline the material. Make note of definitions, formulas, theorems, and other important remarks. Verify the author's
assertions; fill in any missing steps. THEN do the assigned problems.
In order to succeed in this course, and recognize how really cool this material is, you need to be an active participant in
learning – both in class and out of class. To actively participate in class, you need to prepare by reading the textbook and doing all
assigned homework. You should be prepared to discuss your homework (including presenting your solutions to the class) at each class
meeting.
You may use any source, but please cite any source other than our book or class notes (other books, class mates, other people,
web pages, etc.) Your writing should be clear and your work organized. Use a formal mathematical style with complete sentences.
Symbols and notation are welcome if used appropriately and grammatically. What you submit should look like a final product, not a
rough draft. Use clean paper; no ragged edges. Since a major component of this course is training in correct mathematical
writing, you are expected to write neat, clear, mathematically correct solutions to the assigned problems and
points will be assigned accordingly.
Homework will be assigned everyday. I encourage you to work together. Form study groups and share ideas and solutions
with each other. However, you must write up your assignments on your own. Give credit to other students if they gave you the key
idea into how to prove something, for example.
We may look at problems in class and I will happily answer questions on portions of problems with which you are having
difficulty. However, there is not enough class time to answer all questions in class. More extensive help on problems should be done
during office hours. Most times, I will try to help get you started, but I will not write complete proofs for you.
Unassigned exercises may appear on tests.
Periodically, I will send course announcements to your wwc.edu email account. It is your responsibility to check this email
account regularly.
Further Resources:
Educational Access: Deborah Braden (x 3791 or dbraden@warren-wilson.edu)
Mitchell B208
The educational access coordinator assists students with documented disabilities in designing plans with reasonable
accommodations for equal access to their educational program. The EAC serves as a resource and provides
consultation to the student, faculty, and staff in implementing the accommodation plan.
A useful link that addresses college transition issues and students with disabilities is www.ed.gov/ocr. A publication
entitled Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities is
available through this link.
Writing Center: Julie Wilson (x 3003 or jwilson@warren-wilson.edu)
See: http://www.warren-wilson.edu/~writingcenter/
Sunderland Basement
The Writing Center supports a wide variety of student writing, from creative stories to organic chemistry. A writers’
group meets weekly at the Center. Workshops on a variety of writing issues are offered through the Writing Center.
Literary journals and other resource materials are also available.
Writing Tutoring: Peer writing tutors are available on an appointment basis throughout the week and during limited
hours on the weekend to work with students on all facets of college writing, including brainstorming writing topics,
paper structure, grammar and final editing.
Health Center: Web Page: http://www.warren-wilson.edu/~healthcenter
Counseling Center: Monday-Friday 8:30-12 and 1-5
Art Shuster, L.C.S.W. Director, (x 3773 or ashuster@warren-wilson.edu)
Anne Riddle Lundblad, L.C.S.W. (x 3700 or alundblad@warren-wilson.edu)
Jil Meadows, L.C.S.W. (x 3905 or jmeadows@warren-wilson.edu)
Health Center
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