MATH 180F, Calculus and Analytic Geometry I
Fall 2013
August 19, 2013
Bryan Smith
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Logistics
Classes meet for 50 minutes except on examination days when we meet for 80 minutes.
Professor Bryan Smith | Thompson 390D | 879-3562 | bryans@pugetsound.edu |
|
Math 180F | Thompson 374 | M,F | 1:00 - 1:50 P.M. |
| Thompson 381 | T,Th | 2:00 - 2:50 P.M. |
|
Office Hours | | Tue, Thu | 9:30 - 10:00 A.M |
| | | 1:30 - 2:00 P.M. |
| | | 3:00 - 3:30 P.M. |
| | Mon, Fri | 2:30 - 3:30 P.M. |
| | Other times | by appointment |
Homepage Start at http://math.pugetsound.edu/~bryans/ to find the webpage for this course.
Course Overview
The prerequisites for this course are high school algebra,
trigonometry, and analytic geometry. we will cover the material
in Chapters 1-4 and the first five sections of Chapter 5 of our
textbook.
Please note that most high school calculus classes move through this
material at a slow pace and often restrict attention mainly to computational skills. On the other hand, university calculus classes move much faster and place more emphasis on underlying principles.
Course Goals This course has been designed with the
following goals in mind:
- to understand relevant calculus concepts - specifically, limits, rate of change, and accumulation of infinitesimals,
- to gain skill with the associated computational techniques,
- to work with historical and current applications,
- to improve the ability to read and write mathematics, and
- to refine logical and critical thinking skills.
The department also maintains a topic syllabus for this course at
http://www.math.ups.edu/~matthews/Syllabi/MA180Syllabus.pdf
Daily Process During most class days we will discuss the material covered the previous class day, address questions that arise from the homework assignment on that material, and then look at the next section. We will use simple examples when introducing new material
to highlight how the concepts fit into the "big picture" and will
address the details and refinements necessary for a deeper
understanding the following day (after you have worked on the associated homework problems).
I expect you to do the assigned reading, work
on the assigned
problems, and actively participate in classroom discussions. You
should expect me to ask you individually for ideas on how to proceed
in a given problem or develop a new concept and should cultivate the
habit of contributing to the discussion even if you are not
confident your idea will work out. Many studies have shown that the
best way to learn something is to actively engage it, make mistakes,
think carefully about what led to the mistakes, correct them, and
repeat.
A very useful resource illustrating how to implement the above process
is the website
http://www.cse.buffalo.edu/~rapaport/howtostudy.html
Course Information
Textbook Our textbook is Rogawski's Calculus, , 2nd Ed, ©2012,
W.H. Freeman and Company.
Reading Outside of class, you are to carefully read the
relevant sections of the text. In particular, you should
- work through the reasoning of the arguments and fill in
any omitted steps,
- keep a list of specific questions that arise during your
reading,
- make sure you find answers to those questions in class,
with me outside of class, working with study partners or, with a
tutor.
Homework As mentioned above, spending considerable time
engaging the material is essential to developing mathematical
understanding and skill. To this end, I will assign homework
problems from the textbook and/or handouts and we will begin most class sessions by
addressing your questions from the previous day's assigned homework or your reading.
Each day there will be two types of homework assignments.
Type 1 I will usually assign one or two problems to be
submitted to me for grading. To receive full credit, your work should be
complete, clear, correct, readable, and organized. Poorly written or messy problems will be marked down.
Type 2 I will also assign a number of problems to be submitted (written on separate pages from the Type 1 problems) to a grader. The grader will check to see if you have made a significant effort on these problems and will provide some feedback on those efforts.
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The reason for homework is
to help you master concepts. It is not just for developing
computational skills. When you finaish a homework problem you should
ask yourself if you fully understand the ideas and skills necessary to get
a correct answer. If not, you should think carefully about what you
need to acquire that understanding and develop questions to ask in
class whose answers will lead to that understanding.
Due Date Policy Each problem set will have a
due date posted on my website which will usually be the second class day after we discuss the material in class.
If you wish to turn an assignment in late, you must talk
with me before the due date. For reasonable circumstances, I will
grant individual extensions for deadlines. If you submit an
assignment after a deadline (or an extension we have agreed upon), I
will assess a penalty equal to 15% of the assignment's maximum
point value for each working day the assignment is late.
Assessment
For assessment purposes we will have six examinations: five during the semester and a final. The date for
each exam will be given at least one week in advance and the sixth
exam will occur during the Final Examination period for this course. Do not make
travel arrangements that conflict with this scheduled examination.
You should not be surprised if the first five exams occur in weeks
3, 6, 9, 12, and 15 of the semester.
Since exams will be designed so you will not one, calculators will not be allowed.
The comprehensive final examination is scheduled for Dec 16 (Monday) 12:00pm-2:00 P.M. The final exam cannot be given at any other time. However, I will allow you to work longer on the final than the two-hour scheduled block of time. Make your travel plans accordingly.
Grades To determine your course grade, I will drop your
lowest two Type 1 homework problem scores and then calculate an overall
homework percentage. If this homework percentage is greater than the
lowest of your exam percentages, your lowest percentage of the first five exams will be
replaced by the average of that percentage and your Type 1 homework
percentage. (If not, Type 1 homework will play no direct role in your
course grade.) After making this adjustment, I will drop the lowest of the first five exam scores. Type 2 homework sets will be marked as either 1 (denoting acceptable effort) or 0 (denoting insufficient effort). The Type 2 homework percentage will be worth 5% of your final grade.
I will then calculate a total course score with
the exams weighted 70%, the final 25% and the Type 2 homework 5%.
I assign a preliminary course grade
based on an objective standard (93.3-100% for an A, 90.0-93.2% for
an A-, 86.7-89.9% for a B+, 83.3-86.6% for a B, etc.). I then look
at each student's performance subjectively. Occasionally I will
assign a course grade that is higher than the objective standard.
For example, if a student has a grade of B according to the
objective standard but has shown steady improvement, I might assign
a course grade of B+.
If you wish I will post, on my university web page, a grade report
with your current standing in the class. This will allow you to keep track of your grades on the various assignments and check them against these
reports. If there are any discrepancies they should be dealt with
immediately.
To have your information posted you need to print your name, the
class (MATH 180F), and a code on a sheet of paper. Then sign the
paper and physically hand it to me. I will not accept
a code by email or phone. The code is to be a sequence of
up to 23 symbols I can type on a keyboard.
Reminders
Here are five university policies contained in the Academic Handbook. They are fully described online and you may also request a printed copy from the Registrar's Office (basement of Jones Hall)
"Regular class attendance is expected of all students. When non-attendance is in the instructors judgement excessive, the instructor may levy a grade penalty or may direct the Registrar to drop the student from the course."
See http://www.pugetsound.edu/x4741.xml#registrationattendance
Do not misunderstand withdrawal grades. A Withdrawal Grade (W) can only be given during the third through sixth weeks of the semester, after that time, except for unusual circumstances, the appropriate grade is a Withdrawal Failing (WF). This is true even if your work has been of passing quality. See http://http://www.pugetsound.edu/news-and-events/events-calendar/ for the last day to drop with an automatic `W'.
See http://www.pugetsound.edu/x4727.xml#withdrawal
All of your graded work is expected to be your own. Any violation of the university's Academic Honesty policy (cheating and plagiarism) will be handled strictly and in accordance with that policy. Penalties can include failing the course and can range up to being expelled from the university.
See http://www.pugetsound.edu/x4718.xml.
The university has a Student Bereavement Policy:
“Upon approval from the Dean of Students’ Office, students who experience a death in the family, including parent, grandparent, sibling, or persons living in the same household, are allowed three consecutive weekdays of excused absences, as negotiated with the Dean of Students’.
http://www.pugetsound.edu/student-life/student-handbook/academic-handbook/bereavement-policy/
If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Peggy Perno, Director of the Office of Accessibility and Accommodations, 105 Howarth, 253.879.3395. She will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.
See http://www.pugetsound.edu/student-life/student-handbook/academic-handbook/service-for-persons-with-disab/
Emergency Response Information
Please review university emergency preparedness and response procedures posted at www.pugetsound.edu/emergency/. There
is also a link on the university home page. Familiarize yourself with hall exit doors
and the designated gathering area for your class and laboratory buildings.
If building evacuation becomes necessary (e.g. earthquake), meet your instructor
at the designated gathering area so she/he can account for your presence. Then
wait for further instructions. Do not return to the building or classroom until
advised by a university emergency response representative.
If confronted by an act of violence, be prepared to make quick decisions to
protect your safety. Flee the area by running away from the source of danger if
you can safely do so. If this is not possible, shelter in place by securing
classroom or lab doors and windows, closing blinds, and turning off room lights.
Lie on the floor out of sight and away from windows and doors. Place cell phones
or pagers on vibrate so that you can receive messages quietly. Wait for further
instructions.
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