ANALYTICAL GEOMETRY AND CALCULUS III SYLLABUS

MTH 230.001 for Spring 1999

5 CREDIT HOUR

Instructor: William V. Thayer


St. Louis Community College at Meramec

SECTION INFORMATION:
MTH 230.001 meeting daily Monday through Friday from 12 to 12:50 PM in CN 126

CAMPUS HOURS and Office Telephone 314 984 7866 or Home Telephone 821 5299
Office hours Mon., Wed., & Fri. from 8:40 to 9:00 a.m. in SW 218
Office hours Mon., Wed., & Fri. from 11 to 11:50 a.m. in SW 218
Office hours Thursday from 11:30 to 11:50 a.m. in SW 218
Office hours Mon., Tue., Wed., & Fri. from 1 to 1:50 p.m. in SW 218
Office hours Mon., Wed., & Fri. from 3 to 3:30 p.m. in SW 218
or by appointment with the exception of department meetings, campus meetings or:

MAJOR - MerAmec Juggling ORganization - on Thursday from 11 to 11:50 a.m.
meeting in the Student Center Quadrangle or Student Center. Juggling Club Web
Page URL http://www.jug/wt/major.htm

StLCC @ Meramec Web Pages URL http://www.stlcc.cc.mo.us/mcdocs/

Check with the math secretary if I am not in my office when you are free or call me. You may also use email thayer@jug.net or my Web URL http://www.jug.net/wt to contact me for help or information.


PREREQUISITE: MTH 220 CALCULUS II AND MTH 185 trigonometry with C OR HIGHER. Students from other institutions must provide appropriate documentation for enrollment to the instructor on or before Jan. 15, 1999.

TEXT: Calculus by Larson, Hostetler, and Edwards, 5th Edition

ADDITIONAL MATERIALS: Several sizes of graph paper and a calculator with trig and log/exp keys. This type of calculator is needed during tests.

ADDITIONAL STUDY AIDS: The student answer key in the library has more than just the answers. You may wish to use the Interactive Calculus CD-ROM material by Larson, Hostetler, and Edwards. We will have labs in which Mathematica is used to study calculus ideas. Other labs make use of different software. You are encouraged to use graphics calculators and other equipment including symbolic processors but some restrictions may be made for tests. Computer software may be used in SW 109. I would suggest using WinPlot, a free software graphing program from Peanut or other graphing software for this course.

TYPICAL CLASS PERIOD: The first part of class time is open for answering student questions about the previous assignment including exercises, reading material, or classroom notes. Add your questions to the class day's START UP LIST. You are encouraged to help answer other student's questions or show your solutions by presenting chalk board work. While presenting information is expected, this communication is not graded. Use this time to experiment with your ability to understand an exercise and convey your understanding to others. Subtract your contribution of board work from the START UP LIST as you put work on the board with your first name next to the section and problem numbers. Your frequent involvement will help you practice the course material and generally aid your understanding of the problems of the course. Don't worry about mistakes you may make, that's part of learning this material.

Another part of class is used to introduce new material with examples and discussion. I assume that prior to the date covered in class, you took notes as you read from the new textbook sections. You may wish to include the textbook examples in your class questions of new material as your instructor will cover some of these and do other examples.

Some class time is spent with all students working at the chalk board and some class time may be spent in the computer room SW 109 or on other computer software.

LAB TEAM ACTIVITIES: Some class time is devoted to team work aimed at a deeper understanding of some proofs and course topics or their applications. Your instructor will assign you to a team of two or three students. When working on a team, students are to think for themselves treating the instructor as a coach, guide, consultant, and evaluator to the team. Always try to approach your team time with a knowledgeable position based on your personal studies.

During team activity, you should display a willingness to generate discussion that leads to answers or more refined questions that converge to solutions to your team assignment. You may be in the dark on some points but being open to change and willing to communicate your points even if mistaken at first helps the team toward the final goals while helping you toward greater clarity. At times we need team work to derive all the answers or computations in some assignments. And other times teams provide a natural background for discussion of the material and presentation of solutions. You are expected to help your team reach reasonable objectives on time and demonstrate to me that you are participating on your team in a meaningful way. Several grade units are given for these assignments and grades are based on the group's activities and reports. Also, teams may wish to work as a study group covering daily assignments. This can be implemented via your telephone or computer networking.

Individual communication is not permitted in class. Please note that individual communication is not very productive while another person is speaking in a group or class room situation.

EXPECTATIONS: This syllabus including its Course Schedule, the Mathematics Department's Syllabus including ASSIGNMENT SHEETS, OBJECTIVES, and MATHEMATICS DEPARTMENT POLICIES combined with the St. Louis Community College Spring 1999 Fact Finder student handbook gives you the relevant course, student academic rights and responsibilities, and study guide information. These items will give you a sense of the quality that your instructor works to achieve in this course. Please see me as soon as possible for any personal accommodations you require and please keep in mind that: a fast way to resolve any difficulty is to talk with your instructor about it as soon as possible.

SPECIFIC EXPECTATIONS: You are expected to read the textbook and take notes from the textbook before the class in which the material is covered. Add to these notes or take separate notes covering the new material and activities in each class. Then, finish each assigned exercise for the following class except perhaps a few of the more difficult exercises that you should ask about in the next class (and then finish). Put your list of studied but unsolved problems on the class day's START UP LIST. Definitely ask for individual help when needed particularly if you can not work large portions of the exercises. Review processes you used to solve home work exercises each day. Remember that you want to stay on top of your work and be able to adequately prepare for the unit test coming in a few days. This generally means you need to develop a dogged attitude with more than several hours per day spent on solving exercises, keeping good notes from the text and class, and doing plenty of daily reviewing likely including some daily memorization. Give yourself a short test of five problems each day! Use the enclosed course schedule list to keep track of finished work and extra credit points. If you need help, I am located in the mathematics department during office hours or you may call my home telephone number before 8:30 PM. This course takes lots of gumption.


SOME GENERAL GOALS: Learning in this course may be enhanced by your frequent willingness to use and thereby improve:

    1. your ability to define and skill at defining terms, expressions, processes, operations, and strategies;

    2. your ability to listen, read, speak and write with vocabulary skills essential for progress in mathematics;

    3. your understanding of the general application of definitions and concepts and your energy in applying definitions and concepts to your basic areas of interest;

    4. your skill in computing accurately and efficiently with and without calculators or computers;

    5. your ability to recognize mathematics as a way of thinking and speaking about quantities, qualities, measures, and qualitative and quantitative relationships and to extend beyond to a level where you model your applications;

    6. your ability to use mathematics to gather data, to present and interpret this data, to read and understand mathematics reports, charts, graphs, and accounts with and without modern technology;

    7. your ability to use a general problem solving technique and incorporate computer and graphing calculator technology to facilitate problem solving;

    8. your understanding of the logical structure of a mathematical proof: both formal and informal and both deductive and inductive. Also, your understanding of the logical structure of subject areas within mathematics, and the logical structure of mathematics as a useful part of an individual's philosophy. Make these types of your logical structures meaningful;

    9. your ability to demonstrate mental traits such as visualization, curiosity, imagination, creativity, and play related to each concept and strategy to promote understanding and problem solving;

    10. your ability to develop attitudes that lead to appreciation, confidence, respect, initiative, and independence for yourself and foster the same for other individuals;

    11. your "preparation for" and "ability to" work with others in group activities and problem solving situations with an understanding of group dynamics for innovative decision making as well as conditions of "groupthink" that lead group problem solving astray.

within your individual studies, during small group interaction, through all class activities and in your community.

Consider the above list as you strive for excellence in understanding mathematical ideas and develop corresponding techniques. Add more activities or general goals by experimenting with new ones that may help you increase learning or make learning more meaningful and pleasant. Reorganize your methods and even style of learning for deeper understanding and interest. Pursue the lines of inquiry that you find your mind selects naturally while not diverging from the outline of course material too far. It is OK to spend large amounts of time studying just a few ideas, pages, or problems and as a matter of fact this is YOUR MAGIC for learning mathematics. Also give yourself personal permission for making lots of mistakes. Use the criterion of "when time seems to flow" as your gauge for individual development to realize a sense of accomplishment then personal complexity may change as well. Don't get stuck or stay stuck! Help yourself to be an expressive engaged learner, that is, "be all you can be".




ASSIGNMENTS and NOTES: Your problem assignments, text notes and class notes are checked during regular test times. Turn in your notebook as you enter the test time and take it with you when you leave the test. All material should be in sequential textbook order. Seven extra credit points = 3 for completely worked homework exercises + 2 points for textbook notes + 2 points for class notes are given via a quick review of the thoroughness and spot checked for accuracy of your work.

TESTS: A regular test is given as shown on the Course Schedule and no make up tests may be taken. Regular tests are composed from the odd exercises in your textbook for 85 to 95% of the test and the rest from material highlighted during class. These tests are graded and returned as soon as possible but certainly less than a week. Ask for help if you need to develop better test taking skills. The final exam counts as two regular tests.

REPORTS: A few team assignments are required and count as a regular test or a part of a regular test. Additionally, some extra credit exercises and reports are suggested during the course and carry the amount of points assigned with the given work. A rubric will be discussed and arranged in class.

GRADES AND THE GRADE SCALE: The final grade is based on the average of these regular tests and team assignments. Any extra credit points are added to the regular test points at the end of the course. The following scale is used on each unit:
A for 90 points or above,
B for 80 to 89 points,
C for 70 to 79 points,
D for 50 to 69 points, and
F for under 50 points.
You may ask about PR or I grades for your individual combination of circumstances.

Test grades correspond to percentages of highest raw scores.

ATTENDANCE IS REQUIRED and over FIVE absences during the semester will result in a course grade of F. Two tardies counts as an absence. Call me before hand if you have a problem attending a class!

CHANGES: Some additions, substitutions and/or corrections to this syllabus will be made during the course.


ANALYTIC GEOMETRY AND CALCULUS III COURSE APPROXIMATE SCHEDULE

Week // Textbook Sections // Schedule comments
Jan 11 // 11.1, 11.2, 11.3 //
Jan 19 // 11.3, 11.4 // No Class Monday
Jan 25 // 11.5, 11.6, 11.7, Project Due //
Feb 1 // Test #1, 12.1, 12.2, //
Feb 8 // 12.3, 12.4, 12.5 //
Feb 16 // Test #2, 13.1, 13.2 // No Class Monday
Feb 22 // 13.3, 13.4, 13.5 //
Mar 1 // 13.6, 13.7, Project Due //
Mar 8 // 13.8, 13.9 // No Class Friday and Spring Break 3/15 to 3/21
Mar 22 // 13.10, Test #3, 14.1 //
Mar 29 // 14.2, 14.3, 14.4, //
Apr 5 // 14.5, 14.6 //
Apr 12 // 14.6, 14.7 // No Calculus Class Friday
Apr 19 // 14.8 // No Calculus Classes on Wed., Thur. and Fri.
Apr 26 // Project Due, Test #4, 15.1 //
May 3 // 15.1, 15.2 //
FINAL EXAM
FINAL Friday, May 14, 11 a.m. - 12:50 p.m.


Copyright © 1982 through © 1998
with all rights reserved by
William V. Thayer, PedLog