MATH 140-04 Applied Calculus
Syllabus for Spring 2008

Tues & Thurs, 8:00 – 9:20am

237 Pasteur Hall

Prerequisite: MATH 120 or a qualifying score on the mathematics placement exam

Text & Calculator: Applied Calculus by Hughes-Hallett (3rd Ed.).
A graphing calculator is required, preferably Texas Instrument.

Course Website:     http://course1.winona.edu/eerrthum/math140

Instructor: Dr. Eric Errthum                          Office: 203L Stark Hall

Winona Email Username: eerrthum             Office Phone: 474-5775

Office Hours:  See schedule on my home page.

Grading:    Quizzes (6 @ 20 points, drop lowest)  100 points------ 11.36%
                    Homework (scaled as needed)             100 points------ 11.36%
                    Online Discussions Participation            30 points------- 3.41%
                    Projects (4 @ 50 points)                       200 points------ 22.72%
                    Midterms (3 @ 100 points)                  300 points------ 34.09%
                    Final                                                      150 points------ 17.06%
                                                                              -------
                                                                                 880 points total

Grades:  A = 90% (792 pts), B = 80% (704 pts), C = 70% (616 pts), D = 60% (528 pts)

Quizzes:    We will have 6 short (approx. 15-minute) quizzes, one after each chapter. Each quiz will count for 20 points and the lowest quiz will be dropped from your grade.

Exams:     There will be three in-class exams and one comprehensive final exam. Exam dates are tentative until officially announced in class. The final exam is tentatively scheduled for Wednesday, April 30, 3:30 – 5:30pm. Sample Exams and Quizzes can be found here.

Homework:    Homework will be assigned daily and will be collected on Tuesdays. Questions on the quizzes and exams will be based on assigned homework. Group work is allowed, however each person must hand in their own answers in their own words.

Projects:         There will be four written projects worth half of an exam each. Your response to the projects must be type written and consist of complete sentences that not only present a solution but also explain how you obtained the solution. These projects are meant to be an exercise in communicating mathematics. Click here for an example project and here for a correct response. You may work alone or with a partner. If you work with a partner you only have to hand in one copy with both of your signatures. Rubric for projects: Solution (15 points), Communication/Explanation of Solution (25 points), Grammar and Professionalism (10 points).

Online Discussions:   You will be expected to contribute to the online Discussion boards on D2L. Contributions include both asking questions and answering questions posed by other students. Posts containing no content (e.g. “I agree” or “What were the homework problem numbers?”) will not be counted. The discussion board is NOT a place to exchange homework solutions. If you wish to receive credit for an anonymous question or post, you can do so by emailing the instructor immediately after posting.

Extra Credit: Periodically extra credit assignments may be given. Points earned through extra credit go only toward homework points and only a maximum of 100 points total will be given for homework.

Desire2Learn:            Many course materials can be found on D2L including projects, solutions to quizzes and exams, sample exams, the Discussion boards and approximate grades.

Technology:   Graphing calculators are required, preferably a Texas Instrument. During exams you will be allowed to use calculators. You MAY NOT use your cell phone, laptop, PDA, or other device capable of electronic communication in place of a calculator. Contact the instructor if you are having difficulties obtaining a calculator. In addition, some of the in-class demonstrations require Mathematica, which is available on the WSU laptops. If you would like to view the demos on your laptop and need help installing Mathematica, see either the instructor or tech support.

Late/Missed Work: Late homework or missed quizzes will result in a score of zero. There are no make-up quizzes. Make-up exams will be given at the discretion of the instructor. If you miss class, it is your responsibility to obtain notes and assignments from fellow students. If you have an unavoidable absence, please inform the instructor beforehand.

Resources:      There is tutoring available on the third floor of Gildemeister Hall from 4pm-9pm on Mondays through Thursdays.

Academic Dishonesty:  Any type of academic dishonesty (cheating, copying, using a solutions manual to do homework, etc.) will result in failure and will be reported to school authorities. If you are having trouble with an assignment, please see the instructor first.

Note:   This syllabus is subject to change if deemed necessary by the instructor.

Tentative Schedule of Events – Math 140

(subject to change)

 

Week Beginning

Tuesday

Thursday

1/14

Introductions
1.1 & 1.2
Linear Functions
HW #1: (pg 4) 1.1: (1, 5), 12, 18, 24
HW #2: (pg 11) 1.2: (3, 5, 9, 11, 17), 20, 24, 26

1.3 & 1.4
Rates of Change
Economics Applications
HW #3: (pg 19) 1.3: (3, 5, 7, 9), 18, 26, 28

1/21

1.4, cont.

1.5 & 1.6
Exponential Functions
Natural Logarithm

HW #4: (pg 29) 1.4: (3, 7, 9, 17, 19), 12, 24, 26
HW #5: (pg 38) 1.5: (1, 3, 7, 11), 18, 20, 26
HW #6: (pg 43) 1.6: (1, 5, 13, 21, 23, 27), 34, 36, 40

1.7 & 1.8
Exponential Growth and Decay
New Functions from Old Ones

Continuous vs. Compounded Interest Demo
HW #7: (pg 50) 1.7: (3, 5, 11, 21), 22, 24, 30
HW #8: (pg 55) 1.8: (1, 3, 5, 13, 15, 17, 19, 23, 25), 26, 30, 32
Project 1: The Lottery

1/28

1.9 & 1.10
Proportionality, Power Functions, and Polynomials
Periodic Functions
Hw #9: (pg 61) 1.9: (1, 5, 9, 13, 17, 29, 35), 26, 32, 38
HW #10: (pg 68) 1.10: (3, 5, 9, 11, 15, 21, 25, 33), 12, 14, 20

Extra Credit: (pg 90): 2, 6, 8, 10

Sample Quizzes

Quiz: Chapter 1
2.1 & 2.2
Instantaneous Rate of Change
HW #11: (pg 103) 2.1: (1, 5, 7, 9, 17, 21), 22, 24

HW #12: (pg 109) 2.2: (1, 9, 11, 13, 19, 21, 23, 25, 29), 24, 28

2/4

2.3

The Derivative, cont.
HW #13: (pg 103) 2.1: 26, (pg 109) 2.2: 18,
(pg 116) 2.3: (3, 5, 9, 15, 17, 21, 29, 31, 35), 26, 30, 36

Project 1 Due

2.4 & 2.5
The Second Derivative
Marginal Cost and Revenue
HW #14: (pg 122) 2.4: (odds 1 – 13, 17, 19, 21), 22, 24, 26
HW #15: (pg 128) 2.5: (odds 3 – 15), 10, 12, 14

Extra Credit: (pg 139): 24, 26, 28, 30, 32
Project 2: Production Analysis

Sample Quizzes and Exams

2/11

NO CLASS

Quiz: Chapter 2
Review of Chapters 1 & 2

2/18

EXAM I

3.1, 3.2, & 3.5
Derivatives of Polynomial, Exponential, Logarithmic Functions
Derivatives of Periodic Functions
HW #16: (pg 147) 3.1: (odds 1 – 55), 42, 52, 56
HW #17: (pg 152) 3.2: (odds 1 – 25, 29), 10, 20, 28

2/25

3.3 & 3.4
Chain, Product, and Quotient Rules
HW #18: (pg 157) 3.3: (odds 1 – 37, 41 – 55), 38, 40, 52, 54
HW #19: (pg 161) 3.4: (odds 1 – 27, 35, 37, 43), 34, 36, 44

HW #20: (pg 165) 3.5: (odds 1 – 21, 25), 16, 20, 24

Quiz: Chapter 3
4.1 & 4.3
Maxima & Minima
HW #21: (pg 180) 4.1: (odds 1, 3, 7 – 21, 27), 20, 22, 28
HW #23: (pg 191) 4.3: (odds 1 – 13, 17 – 27, 31 – 35, 39, 49), 28, 32, 38
Project 2 Due

3/3

SPRING BREAK

3/10

4.2 & 4.4

Inflection Points
Profit, Cost, Revenue
HW #22: (pg 186) 4.2: (odds 1 – 25), 8, 20, 24
HW #24: (pg 199) 4.4: (odds 1 – 23), 18, 22, 24
Project 3: Profit Analysis

Quiz: Chapter 4
Review of Chapters 3 & 4

3/17

EXAM II

5.1 & 5.2
Introduction to the Definite Integral
HW #26: (pg 240) 5.1: (odds 1 – 11), 8, 10, 14

Left- & Right- Handed Sums Program
(requires Mathematica)

3/24

5.2 & 5.3
The Definite Integral, cont
HW #27: (pg 247) 5.2: (odds 1 – 9, 17 – 27), 4, 16, 26
HW #28; (pg 253) 5.3: (odds 1 – 31), 8, 10, 30

5.4 & 5.5
Fundamental Theorem of Calculus
HW #29: (pg 258) 5.4: (odds 1 – 9, 13, 21 – 29), 6, 22, 30

3/31

5.5
Fundamental Theorem of Calculus, cont
6.1
Average Value
HW #30: (pg 264) 5.5: (odds 1 – 13), 4, 8, 12
HW #31: (pg 278) 6.1: (odds 1 – 11), 2, 12, 20

Project 3 Due
Project 4: Production Analysis II

Quiz: Chapter 5
6.2
Consumer and Producer Surplus
HW #32: (pg 284) 6.2: (odds 1 – 11, 15), 4, 6, 12

4/7

6.3
Present and Future Values
HW #33: (pg 288) 6.3: (odds 1 – 17), 6, 8, 10

Quiz: Chapter 6
Review of Chapters 5 & 6

4/14

EXAM III

7.1
Antiderivatives
HW #35: (pg 303) 7.1: (odds 1 – 67), 30, 50, 64
Due Thursday Apr 24

4/21

7.2
Integrating by Substitution
HW #36: (pg 308) 7.2: (odds 1 – 53), 14, 28, 40
Due Thursday Apr 24

7.3
Using the Fundamental Theorem
HW #37: (pg 312) 7.3 (odds 1 – 35)
Project 4 Due

 

Final Review

Sunday, April 27
5:00 – 6:00pm

 

Final Exam

Wednesday, April 30

3:30 – 5:30pm

 

Welcome to college math!

 

If this is your first math class taken in college, there are some important things you need to know. College math classes are run very differently from high school math classes. On the surface it may seem they are similar as you listen to the lecture and take notes, but there are significant underlying differences. Knowing these ahead of time can help you make the most of this coming semester.

 

#1: College math classes generally stay on the schedule in the syllabus. If there is one day allotted to the topic that is probably all of the class time that will be spent on it, even if “most” of the students “don’t get it.”

 

#2: It is expected that you will read the text and do the problems in order to learn the material, even if no one checks up on you. The instructor might never collect the homework, but that doesn’t mean it doesn’t affect your grade.

 

#3: You will sometimes be responsible for material in the textbook that is not covered in class. If there is a text reading and/or homework problems covering a concept that was not discussed in class, you are still expected to learn it. If you don’t understand it, make an appointment with your instructor for help.

 

#4: Some material is covered only in class, is not in the textbook, and may not have any homework problems on it. If you miss class, you may miss content that you are responsible to know. If you have an unavoidable absence, be sure to get the notes and any announcements from a classmate.

 

#5: There will be test questions that don’t look “just like the homework.” In college, you are expected to focus on learning the concepts, not just memorizing how to do certain types of problems. These concepts can – and will – appear in very different forms on tests and quizzes.

 

#6: At times you will be expected to be able to explain why a problem is done a certain way in addition to being expected to do the problem. As you work on problems in class and on homework, don’t be satisfied with getting the correct answer; ask yourself why that method is logical, and how you could explain that logic to someone else.

 

#7: Most importantly, you are responsible for your own learning. If you attend class faithfully, get the notes and announcements if you have an unavoidable absence, read the text, do the homework and question yourself (as in #6), and still don’t understand something, it is up to you to get the extra help you need. Visit the instructor during office hours or make a special appointment to ask questions, form a study group, etc. There are many resources and people willing and happy to help, but you need to take the initiative and seek out the help you need.

 

Good luck on a happy and successful semester!

 

 

 

This course can be used to satisfy the University Studies requirements for Basic Skills in Mathematics. Each of these courses must address at least four of the following outcomes.  These courses must include requirements and learning activities that promote students’ abilities to...

a.   use logical reasoning by studying mathematical patterns and relationships;

      Studying instantaneous rate of change of certain physical phenomena or processes in this course students learn the mathematical patterns and relationships about changes that happen over the interval of time and with logical reasoning they argue how they can obtain the rate of change at any given instant.  Similarly knowing the instantaneous rate of change of a certain physical phenomenon, i.e. the derivative of the function that modeled the phenomenon, students use logical reasoning to find the total change over a period of time.  With all derivative and anti-derivative theorems and formulae, students use logical reasoning to simplify and interpret the solutions in a meaningful way in terms of economics and finance.

b.  use mathematical models to describe real-world phenomena and to solve real-world problems - as well as understand the limitations of models in making predictions and drawing conclusions;

      Mathematical modeling and solving real-world problems is the primary emphasis of this course.  Students learn to find, for example, the price of the tickets which maximizes revenue, how much sales needed to maximize the profit, how much money should be spending on advertising to guarantee maximum sales, what is the time when the concentration of a drug in the blood is maximum and what is the maximum concentration, how to minimize the energy needed to perform a certain job with maximum efficiency, what is the radius of the trachea when a person coughs with a maximum thrust, what should be the shape of a can to minimize the cost of the material use, how to reach a ship in the least amount of time in the middle of the ocean when it calls for help, etc., etc. -- the list is long and strong.  All these problems use the knowledge of many functions like linear functions, polynomial functions, exponential functions, logarithm functions and some trig functions; and reasoning and understanding of the problem, limitations of the models, drawing a recent diagram, introducing the variables and notations, making predictions, knowing how to take derivatives and deriving conclusions.

      Modeling and solving real-world problems are also included in this course via the process of anti-derivative, where students are required to find area, average value of a certain value of a certain function which modeled the changes in price, demand or cost, find consumers and producers’ surplus, find present value or a future value of an estate or a deal in the process of negotiation, finding population of a certain country knowing the relative birth rate, growth rate and death rates etc. etc.

c.   organize data, communicate the essential features of the data, and interpret the data in a meaningful way;

      Students need to organize data; learn to read, understand and interpret essential features of the data in this course form the beginning to the end of the course in at least three different ways.  First one is from the tables, second one is from the formula of the functions modeling the scenario and third from the graphs that presents the scenario.  Without being able to organize, communicate and interpret a data students will not survive in this course.

d.   extract correct information from tables and common graphical displays, such as line graphs, scatter plots, histograms, and frequency tables;

      This course requires that students be allowed to use a graphing calculator.  They use a graphing calculator to extract correct information from tables and graphs.  First they need to understand the story, model with a function, then, use a calculator to analyze the function and finally they extract the meaning information to make a prediction for the story.  Students will learn how to connect the mathematics of a function to its appearance.

e.   express the relationships illustrated in graphical displays and tables clearly and correctly in words; and/or

      The required efficiency in language skill is extremely high in this course as all students will have to write their answers, interpretations with units in grammatically correct sentences in terms of finance and economics for all the problems they do whether the problems deal with elementary functions, derivatives or anti-derivatives.

f.    use appropriate technology to describe and solve quantitative problems.

Students use a graphing calculator at all times in this course for doing problems as described above.

Commitment to Inclusive Excellence:  WSU recognizes that our individual differences can deepen our understanding of one another and the world around us, rather than divide us. In this class, people of all ethnicities, genders, religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives and experiences.  If you feel your differences may in some way isolate you from WSU’s community or if you have a need of any specific accommodations, please speak with the instructor early in the semester about your concerns and what we can do together to help you become an active and engaged member of our class and community. 

 

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