MAJOR MAGIC - MerAmec Juggling ORganization MAGIC - on Thursday from 12:15 to 1:00 p.m.
meeting in the Applied Science (AS)/Lecture Hall (LH) Quadrangle or Lecture Hall Atrium.
Juggling Club Web Page URL http://www.jug/wt/major.htm
StLCC @ Meramec Web Pages URL
PREQUISITE: MTH 140 with C, B or A or a satisfactory score on the Acuplacer placement test, ACT or SAT. Students from other institutions must provide appropriate documentation for enrollment to the instructor on or before January 16, 2004.
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 or TI-83 PLUS or TI-83 Silver graphing calculator to help learn the topics of this course
and on tests.
MTH 160B TEXTBOOK: COLLEGE ALGEBRA Graphs and Models, 2nd edition, by Bittinger, Beecher, Ellenbogen, and Penna
TIME ON COURSE: The four class hours and project time you spend on this course will require about fourteen homework hours per week for high grades to around nine hours per week for passing grades. It is best to construct a time schedule for each week of the course and mark out the study time you plan. A plan gives you the needed ten to sixteen hours indicated above. This commitment is a pledge you make for yourself to "BE ALL YOU CAN BE" each day for the personal obligation you have undertaken to learn this mathematics. Your instructor expects you to be prepared with homework done or near done each day.
ADDITIONAL MATERIALS: TI-83 "Graphing Calculator Manual" for the above
textbook by Judith A. Penna and graph paper.
ADDITIONAL STUDY AIDS: Before the end of the first week take the Skills Test for beginning College Algebra found in
the Mathematics Department's Syllabus. You should get 80% of the questions right or else consider repeating
Intermediate Algebra to master necessary skills for College Algebra.
The student answer key has more than the answers.
Computer software may be used in SW 110 and I will help you
with this mathematics software when needed.
The mathematics department tutors located in room SW 211 can
help you and some library materials are available. Tutoring is also offered at the South County Education Center and the West County Education Center. You may obtain individual peer tutoring through the College Success Program. Instructional videotapes are available for use in the Library Learning Lab.
Please read SUGGESTIONS ON HOW TO STUDY MATH of the Mathematics Department's Syllabus.
Please see me as soon as possible for any personal accommodations you require.
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. 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 a point extra credit
for that discovery.
Another part of class is used to introduce new material
with examples, discussion and demonstrations or proofs. I assume that prior to the class in which new material is introduced that you took notes as you read from the new textbook sections and practiced the new vocabulary.
You may wish to include the textbook examples in your class questions of new
material as your instructor will cover these ideas and concepts and do additional examples.
Some class time is spent with all students working at the chalk board, some class time is spent working on PROJECTS both in teams and individual. Some class time is spent in the computer room SW 110.
TEAM ACTIVITIES: Some class time is devoted to team work on PROJECTS aimed at a deeper
understanding of some course topics or their applications. Your instructor
will assign you to a team and assign team coordinators. A grade will result from this team work and each student must hand in their report to be graded. When working on a team, students are to
think for themselves treating the instructor as a guide, consultant, coach 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 an Objectives and Assignments section and Policies combined with the
St. Louis Community College student academic Rights and Responsibilities and
study guide information, covered in the FACT FINDER, are basic expectations for this course. 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 the assigned exercises by doing all the odd exercises 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 and practice vocabulary each day.
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 your personal weekly study
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 9:30 p.m. 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 various attributes related to knowing or learning mathematics.
Print and consider this Web list (http://jug.net/wt/mgoals.htm) while 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 and is not
PROJECTS: A few individual and team project assignments are required and count as a regular test grade
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 you 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 four 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.
Copyright © 2004
with all rights reserved by
William V. Thayer, PedLog