MATH 160
Calculus I Section 03
Syllabus for Fall 2012
Mon, Tues, Thurs, & Fri, 10:00 –
10:50am
325 Gildemeister Hall
Prerequisite: MATH 120 or a qualifying score on the mathematics placement exam
About This Course: This course is intended to provide the student with a clear understanding of the ideas of differential calculus. This course will concentrate on the symbolic, algebraic, functional computations, the meaning of those computations, and some of the applications of mathematics to real-life situations.
Expectations: Students who complete this course with a passing grade are expected to be able to demonstrate the following skills: (i) Mastery of prerequisite material, (ii) Compute limits, the derivative of any algebraically defined function, and basic antiderivatives (iii) Apply the correct calculus techniques in the appropriate situations, (iv) Understand the connections between visual and algebraic information and how calculus applies to each.
Text & Calculator: Calculus:
Early Transcendentals, James Stewart, 7th
ed.
No calculators will be allowed on any quiz or exam, but might be required for
some homework problems.
Course Website: http://course1.winona.edu/eerrthum/math160
Instructor: Dr. Eric Errthum Office: 124A Gildemeister Hall
Winona Email Username: eerrthum Office Phone: 474-5775
Office Hours: See schedule on my home page.
Grading: ALEKS
Final Assessment 94
points---- 10.00%
Homework (scaled as
needed) 111
points---- 11.81%
Quizzes (10 @ 15 points
each, drop lowest) 135 points---- 14.36%
Midterms (4 @ 100
points) 400
points---- 42.55%
Final 200
points---- 21.28%
--------------
940 points total
Grades: A = 90% (846 pts), B = 80% (752 pts), C = 70% (658 pts), D = 60% (564 pts)
ALEKS: A significant portion of your grade will depend on your mastery of prerequisite material in the form of ALEKS assessments. You should have purchased an “ALEKS Prep for Calculus (6 weeks)” access code. The course code for this course is RNNWU-LXTQ3. The first time you log in, you will be forced to take an initial assessment. NO CALCULATORS ALLOWED during ALEKS (unless it provides one for you on screen). You must complete the initial assessment by Friday, August 31st. Afterwards, ALEKS will help you review topics in which you need improvement. The Final Assessment for ALEKS (which counts for 10% of your overall grade in the course) will be on Tuesday, September 18th during regular class time in the 2nd Floor East Side study room of the library. Make sure to bring your laptop to class on that day. See the ALEKS handout for more information.
Homework: Homework will be assigned daily, even if not specifically mentioned in class (see list of problems in the schedule below). The period before a quiz, we will have a “Homework Day” on the corresponding material. During a Homework Day, students will be randomly selected to put solutions to assigned problems on the board. The grading rubric will be as follows:
· If the student has a solution to their given problem, they get 4 points, even if what they write on the board is wrong. However, they must write a solution that can be followed without explanation, not just the answer. In essence, all the student has to do is copy down the solution they've already worked out in their homework to the board.
· If the student doesn't have the problem given to them, they can put up any other problem from that week that hasn't already gone up on the board for 3 points.
· If the student is present but unprepared, they get 1 point.
· If the student is absent, they get 0 points.
The entire homework portion of your grade is based on these sessions.
Quizzes: We will have a short quiz almost every week (see schedule below). Each quiz will count for 15 points and the lowest quiz score will be dropped from your grade.
Exams: There will be four in-class exams and one comprehensive final exam. Exam dates are tentative until officially announced in class. The final exam is scheduled for Wednesday, December 12th at 8AM.
Extra Credit: If one question gets passed on by 3 students in a row, a volunteer will be asked to put up the solution. This student will be awarded 5 homework points. Frequently quizzes and exams will contain bonus problems where students will have the chance to earn extra credit points. No other extra credit will be offered.
Resources: The Mathematics Achievement Center (MAC) is located in 313 Tau Center on West Campus and offers free tutoring. More information available at: The MAC Website. In addition, this course has Supplemental Instruction sessions that are run by a former calculus student. The time and location of these sessions will be announced during the first week of class.
Desire2Learn: Some course materials and approximate grades can be found on D2L. If at any point during the semester you would like to know your exact grade, please email the instructor.
Late/Missed Work: 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.
Academic Dishonesty: Any type of academic dishonesty (cheating, copying, 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 160
(subject to change)
|
Week Starting |
Monday |
Tuesday |
Thursday |
Friday |
|
8/27 |
Intro and ALEKs Set-Up |
Chapter 1 |
Chapter 1, cont. |
ALEKS Initial Assessment Due 2.1 & 2.2 HW (pg 86) 2.1: 4 |
|
9/3 |
NO CLASS |
2.2, cont. |
2.3, cont HW (pg 106) 2.3: 12, 16, 20, 26, 30, 32, 38, 40, 44 |
Homework Day |
|
9/10 |
Quiz (2.1 – 2.3) 2.4, cont HW (pg 116) 2.4: 2, 4, 6, 10, 12, 16, 18, 20, 22, 24, 26, 36, 41, 42 |
2.5 HW (pg 127) 2.5: 6, 8, 22, 24, 36, 38, 40, 42, 46, 50, 52, 54, 69 |
Homework Day |
Quiz (2.4 – 2.5) 2.6 HW (pg 140) 2.6: 2, 4, 6, 14, 16, 18, 20, 22, 24, 30, 34, 38, 42, 44, 46, 50, 70 |
|
9/17 |
2.7 HW (pg 150) 2.7: 4ab, 8, 10, 12, 18, 20, 22, 30, 34, 36, 38, 50 |
BRING YOUR LAPTOPS! ALEKS FINAL ASSESSMENT |
2.8 |
2.8, cont. HW (pg 162) 2.8: 4, 6, 8, 10, 14, 22, 24, 26, 30, 46 |
|
9/24 |
Homework Day |
Quiz (2.6 – 2.8)
|
EXAM I |
3.1 / 3.2 / 3.4 HW: Lecture 1 homework in the Chapter 3 Supplementary Materials found in the content section of D2L. |
|
10/1 |
3.1 / 3.2 / 3.4 HW: Lecture 2 homework in the Chapter 3 Supplementary Materials found in the content section of D2L. |
3.3 / 3.4 / 3.5 /
3.6 HW: Lecture 3 homework in the Chapter 3 Supplementary Materials found in the content section of D2L. |
Homework Day |
Quiz 3.1 / 3.2 / 3.3 /
3.4 / 3.6 HW: Lecture 4 homework in the Chapter 3 Supplementary Materials found in the content section of D2L. |
|
10/8 |
3.1 / 3.2 / 3.3 /
3.4 / 3.6 HW: Lecture 5 homework in the Chapter 3 Supplementary Materials found in the content section of D2L. |
3.5 / 3.6 HW (pg 215) 3.5: 6, 8, 10, 14, 16, 20, 22, 26, 30, 34ab, 36 HW (pg 223) 3.6: 42, 46 |
3.10 HW (pg 255) 3.10: 2, 4, 12, 14, 16, 24, 28, 34a, 36, 38a, 41 |
Homework Day |
|
10/15 |
Quiz Sample Exam |
NO CLASS University Improvement Day |
EXAM II |
3.9 HW (pg 248) 3.9: 4, 6, 8, 14, 20, 22, 28, 34, 35 |
|
10/22 |
4.4 HW (pg 307) 4.4: 6,
10, 16, 20, 28, 32, 40, 42, 58 |
Homework Day |
Quiz (3.9, 4.4) 4.1 HW (pg 280) 4.1: 8, 10, 30, 32, 36, 40, 44, 48, 50, 54, 56, 60 |
4.3 HW (pg 297) 4.3: 2,
6, 8, 10, 12, 16, 26, 28, 32, 46, 48 |
|
10/29 |
4.5 & 4.6 Curve Sketching HW (pg 317) 4.5: 2, 6, 10, 14, 18, 22, 42, 52 |
Homework Day |
Quiz (4.1, 4.3, 4.5) 4.2 HW (pg 288) 4.2: 10, 12, 14, 18, 24 |
4.7 HW (pg 331) 4.7: 2, 4, 6, 10, 14, 20, 28, 42, 44, 54, 74 |
|
11/5 |
4.9 HW (pg 348) 4.9: 2,
4, 6, 8, 10, 14, 20, 30, 34, 40, 46, 52, 54, 62 |
Homework Day |
Quiz (4.2, 4.7 & 4.9)
|
EXAM III |
|
11/12 |
NO CLASS |
5.1 |
5.1, cont. |
5.3 |
|
11/19 |
Homework Day |
TAKE HOME Quiz (5.1 - 5.3) [located under ‘Content’ in D2L] Class Cancelled |
NO CLASS |
|
|
11/26 |
Quiz Due |
5.5 Substitution |
Homework Day |
Quiz (5.4 - 5.5) 6.1 HW (pg 427) 6.1: 1, 3, 19, 21, 25, 27, 47 |
|
12/3 |
7.1 Integration By Parts HW (pg 468) 7.1: 5, 7, 13, 19, 21, 23, 27, 31, 37, 41 |
Sample Exam |
EXAM IV |
Sample Final |
Final Exam
Wednesday, December 12,
8:00 – 10:00am
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. This course includes requirements and
learning activities that promote students’ abilities to...
a. use logical reasoning by studying
mathematical patterns and relationships;
·
explain why
continuous functions satisfy intermediate value theorem
·
explain the
implication of speed with derivatives
·
explain why and how
x has to be close to a number a for f(x) to be close to a number L
·
explain the
connection of rise/run with derivatives when run is too small
·
explain the
limitations on the conclusions that can be drawn about a function from
knowledge of its first derivative, providing an example from a physical
phenomenon which demonstrates these limitations
·
explain the
limitations on the conclusions that can be drawn about a function from
knowledge of its second derivative, providing an example from a physical
phenomenon which demonstrates these limitations
·
explain the
relationship of composition of two or more functions with chain rule
·
accurately apply
the logical understanding of the inverse function to find the derivatives of
the inverse trig functions
·
apply chain rule
to understand implicit differentiation
·
understand
logical reasoning behind local linearity
·
understand
logical reasoning behind the concept of first and second derivative tests
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;
·
accurately model
situations using related rates and solve the resulting equations using implicit
differentiation and/or the chain rule.
·
accurately model
situations involving optimization, identify the constraints, and find the
optimal value of the relevant variable
·
accurately graphs
involving optimization of real-world problems
·
accurately apply
the theory of optimization to marginality
·
find total value
of a relevant function knowing its rate of change
c. organize
data, communicate the essential features of the data, and interpret the data in
a meaningful way;
·
accurately sketch
a graph using data
·
accurately
interpret the behavior of a function representing a physical phenomenon using
the given data set
·
use data to find
average and instantaneous rate of change of a function and/or the rate of
increasing or decreasing of a function
·
use data to find
the limiting value of a function
·
use data to find upper
and lower estimates for a certain quantity for e.g. given a data relating speed
(mph) and corresponding fuel efficiency (mpg) find the lower and upper
estimates of the quantity of fuel used
d. do a
critical analysis of scientific and other research;
·
do assigned
projects or group work which requires mathematical research and investigations
using course topics.
e. extract correct information from tables
and common graphical displays, such as line graphs, scatter plots, histograms,
and frequency tables;
·
given the graph
of a rational function or a polynomial, f(x),
determine a reasonable form for its algebraic expression
·
given a graph,
what does the concavity of the graph says about the growth of the function
·
given the graph
of position, s(t), of an object in
directed linear motion, correctly the intervals for t over which the object is moving right/left,
accelerating/decelerating, speeding up/slowing down, and any combination of
these.
·
given a graph of
a function find the total change
·
given the graph
of the velocity, v(t), of an object
in directed linear motion, correctly the intervals for t over which the object is moving right/left,
accelerating/decelerating, speeding up/slowing down, and any combination of
these, when possible.
·
given the graph
of a function, f(x), correctly sketch
the graph of its derivative, labeling the critical points and points of
inflection for f(x) and determining
the corresponding points on the derivative.
·
given the graph
of the derivative of a function, sketch the original function.
f. use appropriate technology to describe and solve
quantitative problems.
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
and gender identities, 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.
Winona Campus Resources
·
Student
Support Services, Krueger Library 219, 457-5465 (www.winona.edu/studentsupportservices/)
·
Inclusion
and Diversity Office, Kryzsko Commons Room 236, 457-5595 (www.winona.edu/inclusion-diversity/)
·
Disability
Services, Maxwell 314, 457-5878 (www.winona.edu/disabilityservices/)
·
Counseling
and Wellness Services, Integrated Wellness Complex 222, 457-5330 (www.winona.edu/counselingcenter/)
·
GLBTA
Advocate, contact Counseling and Wellness Services for name and number of the
current Advocate
·
Tutoring
Services, Krueger Library 220, 457-5680 (http://www.winona.edu/tutoring/)
·
Writing
Center, Minné Hall 348, 457-5505 (www.winona.edu/writingcenter/)
·
Math
Achievement Center, Tau 313, 457-5370 (http://www.winona.edu/mathematics/mac/)
·
Advising
Services, Maxwell 314, 457-5878 (www.winona.edu/advising/)
Details about Campus Resources
·
Two
good places to help you find resources of all kinds on campus are Student Support Services and the Inclusion and Diversity Office. Both
offices are dedicated to helping students of all races, ethnicities, economic backgrounds,
nationalities, and sexual orientations. They can facilitate tutoring and point
you to a wide range of resources.
·
If
you have a disability, the Disability
Services office can document it for your professors and facilitate
accommodations. If you have a documented disability that requires
accommodation, please let me know as soon as possible. If you suspect you may
have a disability, please visit Disability Services as soon as possible.
·
College
can be very stressful. The Counseling and Wellness Services office
is here to help you with a wide range of difficulties, ranging from sexual
assault, depression, and grief after the loss of a loved one to stress
management, anxiety, general adjustment to college, and many others.
·
For
help with understanding the concepts of a particular class or understanding the
requirements of an assignment, Tutoring
Services offers three types of tutoring: drop-in appointments, 1-on-1
tutoring, and group sessions. You can visit them in the Library (220) or go
on-line and use TutorTrac to schedule
a session.
• For help specifically with writing and the
development of papers, the English department has a Writing Center that is staffed by trained graduate students
pursuing their Master’s degree in English.
The Writing Center is located in Minné Hall 348. You can make an appointment on the sign-up
sheet on the door or call 457-5505.
• For help specifically with understanding math
concepts and solving math problems, the Math
Achievement Center (MAC) is staffed with friendly undergraduate tutors who
will help you work through difficult material. The MAC is located in Tau
313 and provides free tutoring for all students in math, statistics, or math
education courses. The center is open Mon-Fri, and Sunday evening.
·
The
GLBTA Advocate can direct people to GLBT resources on and off campus. In
addition, the advocate is responsible for documenting homophobic and
transphobic incidents on campus and working with the appropriate channels to
get these incidents resolved.
The Standard Disclaimer
applies.