MTH 160.010 meeting on Mon., Tue., Wed., & Fri. from 2 to 2:50 PM in CN 128

Campus Hours and Office Telephone 314 984 7866 or Home Telephone 821 5299

Office hours Mon., Wed., & Fri. from 10 to 11:50 a.m. in SW 218

Office hours Tue. & Thur. from 10:30 to 11:50 a.m. in SW 218

Office hours Tuesday from 1:00 to 1:50 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.stl-online.net/thayer/MAJOR.htm

Check with the math secretary if I am not in my office when you are free.

PREQUISITE: MTH 140 with C, B or A or a satisfactory score on the placement
test. Students from other institutions must provide appropriate documentation
for enrollment to the instructor on or before Jan. 16, 1998.

COLLEGE ALGEBRA COURSE INTENT: This course is intended for students whose
choice of academic fields requires a college level algebra course in
preparation for mathematics used in such fields. This section will require
the use of a TI-83 graphing calculator to help learn the topics of this course
and on tests. Each student may check a TI-83 out of the library while
enrolled in the course.

ALTERNATIVE COURSE: EARTH ALGEBRA - College Algebra with Applications to
Environmental Issues" by Schaufele and Zumoff taught in MTH 155 Survey of
Col. Math. may serve your needs for a college algebra mathematics course
if you do not wish to major in science areas. Please confer with
the Mathematics Deptartment Chairperson.

MTH 160 TEXTBOOK: COLLEGE ALGEBRA Graphs and Models by Bittinger, Beecher,
Ellenbogen, and Penna

ADDITIONAL MATERIALS: TI-82/83 "Graphing Calculator Manual" for the above
textbook by Judith A. Penna and graph paper.

ADDITIONAL STUDY AIDS: The student answer key has more than the answers.
Computer software may be used in SW 109 and I will help you
with this mathematics software once we get to Chapter Two.
After the first week our mathematics department tutors can
help you and some library materials are available. Please consider
HAVING TROUBLE WITH MATHEMATICS ideas on page 18 and read SUGGESTIONS ON HOW
TO STUDY MATH on page 17 of the Mathematics Department's Syllabus. Please
see me as soon as possible for any personal accommodations you require.

CHAUTAUQUA

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 many of
the activities covered in your general and specific goals covered later in
this syllabus and generally aid your understanding of the problems of the
course. Don't worry about mistakes you may make, that's included in this
part. In fact, the first student that finds and reports a given textbook
or answer key mistake on the day's attendance sheet may have extra credit
for that discovery. Another part of class is used to introduce new material
with examples and discussion. I assume that prior to the date listed on the
Course Schedule, you took notes as you read from the new 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 is spent in the computer room SW 109.

TEAM ACTIVITIES: Some class time is devoted to team work aimed at a deeper
understanding of some course topics or their applications. Your instructor
will assign you to a team and assign team coordinators. Sometimes a grade
may result from this team work. When working on a team, students are to
think for themselves treating the instructor as a 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. 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 (below), the Mathematics
Department's Syllabus including Assignment Sheets on pages 15-16, College
Algebra Objectives on pages 8-13, and Policies on page 19 combined with the
St. Louis Community College Spring 1998 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: The quickest way to resolve any difficulty, no matter how small,
is to let your instructor know 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, see the Department's
Syllabus pages 15-16 or do ALL ODDS, 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 sheet 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:

1. your ability to define and skill at defining terms, expressions, processes, operations, and stratigies during small group or class activities;

2. your ability to listen, read, speak and write with vocabulary skills essential for progress in mathematics throughout small group or class activities;

3. your understanding of the application of definitions and concepts in the course of small group or class activities;

4. your skill in computing accurately and efficiently with and without calculators or computers individually or in small group or class activities;

5. your ability to recognize mathematics as a way of thinking and speaking about quantities, qualities, measures, and qualitative and quantitative relationships while working in small group or class activities;

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 for yourself and as a contribution to small group or class activities;

7. your ability to use a general problem solving technique and incorporate computer and graphing calaulator to facilitate problem solving for yourself and as a contribution to small group or class problem solving activities;

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 usefull part of an individual's philosophy. Make both types of your logical structures meaningful to small group or class learning;

9. your ability to demonstrate mental traits such as visualization, curiosity, imagination, and creativity related to each concept and strategy during small group or class activities that promote problem solving;

10. your ability to develop attitudes that lead to appreciation, confidence, respect, initiative, and independence within small group or class activities for yourself and foster the same for other individuals.

Review the above list and put a circle around the activities you do most often. Add more activities by experimenting with new ones that may help you increase learning or make learning faster or easier. Reorganize your methods for deeper understanding and interest. Use the criterion of "when time seems to flow with a sense of accomplishment, personal complexity can change as well" as your gauge for individual development. Don't get stuck or stay stuck!

SOME INITIAL SPECIFIC ALGEBRA GOALS: Know and apply these algebra properties and new ones to everything. Assume that p is any real number, q is any real number and r is any real number.

NUMBER OPERATIONS:

PROPERTY // ADDITION // MULTIPLICATION

CLOSURE

p+q is a real number and pq is a real number.

COMMUTATIVE

p+q = q+p // pq = qp

ASSOCIATIVE

p+(q+r) = (p+q)+r // p(qr) = (pq)r

IDENTITY

p+0 = p = 0+p // p1 = p = 1p

INVERSE (0 is not equal to 1)

p+(-p) = 0 // p(1/p) = 1

DISTRIBUTIVE (FACTORING OF COLLECTING SIMILAR TERMS)

p(q+r) = pq+pr

ZERO PRODUCT

0p = p0 =0

FACTORS OF ZERO (WHEN THEY EXIST)

pq = 0 implies p = 0 or q = 0

NUMBER RELATIONS:

PROPERTY // EQUALITY p = q // INEQUALITY p is less than q

REFLEXIVE

p = p // p is not less than p

SYMMETRIC

If p = q then q = p. // If p is less than q, then q is not less than p.

TRANSITIVE

If p = q and q = r then p = r. //

If p is less than q and q is less than r, then p is less than r.

SUBSTITUTION

Any number, letter or algebra combination of numbers or letters may be substituted for p, q, or r in the properties listed above unless stated otherwise.

also: If a = b, then b may be substituted for a in any statement.

NUMBERS AND GEOMETRY

The numbers p and q may locate points on one line so: p and q locate the same point when p = q. p and q locate different points when not equal to each other.

If p and q locate points on a horizontal line then the absolute value of ( p - q ) gives the distance between p and q.

Absolute value is written | p - q |.

Also, if p and q locate points on a horizontal line and p is less than q, then we generally consider p on the left of q. In fact, p is less than 0 is another way to say p is negative.

Geometry: distance between p and q corresponds to this absolute value, | p - q |, in algebra.

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 and is not returned.

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 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.

Test grades correspond to percentages of highest raw scores. I recommend an average of 75 or better from the tests scores (without the extra credit points) before you take any courses for which college algebra is a prerequisite. You may ask about PR or I grades for your individual combination of circumstances.

You may give yourself one point extra credit on the day's attendance for each problem put on the board. You may give yourself one point extra credit for each error you find in the textbook or in the answer key as long as you document what error is and show the page number next to your one point on that day's attendance sheet.

ATTENDANCE IS REQUIRED: more than five days of absences or eight times of tardiness gives you a course grade of F.

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

Jan 12 // Handouts, test, calculator, R - Basic Concepts of Algebra //

Jan 20 // 1.1, 1.2, 1.3 // . . . No classes Jan 19

Jan 26 // 1.4, 1.5, 1.6 //

Feb 02 // 1.6, 1.7, 1.8 //

Feb 09 // 5.1, 5._ , TEST #1, 2.1 //

Feb 17 // computer room SW 109, 2.2, 2.3 // . . . No classes Feb 16

Feb 23 // 2.4, 2.5, 2.6 //

Mar 02 // 2.7, TEST #2, 3.1, 3.2 //

Mar 16 // 3.2, 3.3, 3.4 //

Mar 23 // 3.5, 3.6, TEST #3 //

Mar 30 // 4.1, 4.2 // . . . No classes Mar 31

Apr 06 // 4.3, 4.4, 4.5 //

Apr 13 // 4.6, 4.7, TEST #4 // . . . No classes Apr 10

Apr 20 // M.I., 6.1, 6.2 //

Apr 27 // 6.2, 6.3, 6.4 //

May 3 // 6.6, 6.7, TEST #5 //

FINAL EXAM

FINAL Friday, May 15, 1 - 2:50 p.m.

Email: thayer@stl-online.net

Home Page URL http://www.stl-online.net/thayer">