Syllabus and PolicyJoshi

Concept of Calculus

Spring 2018

Text book: Applied Calculus, 5thedition, by Deborah Hughes-Hallet et. al., Wiley.

Place and Time: Math 140-03,Alter 205, MWF11:00–11:50 AM
Math 140-04,Alter 205, MWF 12:00 – 12:50 PM

Instructor: Hem Joshi ()
Website:

Office: Hinkle 106 (Tel: 513 745 4277)

Office hours: MWF3:00-4:00 pmor by an appointment (open door)

We are covering the following sections from the textbook:

•Chapter 1 – sections 1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 1.9

•Chapter 2 – sections 2.1, 2.2, 2.3, 2.4

•Chapter 3 – sections 3.1, 3.2, 3.3, 3.4

•Chapter 4 – sections 4.1, 4.2, 4.3

•Chapter 5 – sections 5.1, 5.2, 5.3, 5.4, 5.5

•Chapter 6 – sections 6.1, 6.2, 6.3

Prerequisite: Math 120 or its equivalent. You should be familiar with the graphs and basic properties of linear, quadratic, cubic, exponential, and logarithmic functions. You should also be able to do routine algebra when necessary.

Core Course Description: “Mathematics is the study of patterns, it provides a unique way of investigating and understanding the world around us, using as its primary tools:exploration, conjecture, and logical argumentation. In this course, by exploring rich mathematical problems, you will further develop your ability to reason critically; to defend the correctness and validity of your conclusions; to present your results clearly in both written and oral forms; and experience fresh perspectives on the nature of mathematics.”

Core Curriculum SLOs:

1a: Students recognize and cogently discuss significant questions in humanities, arts, and the natural and social sciences.

2a: Students find, evaluate, and logically convey information and ideas in written and oral presentations.

2b: Students evaluate problems using quantitative methods and arguments.

Characteristics of the Mathematical Perspectives course:

  • Students engage mathematical ideas motivated by stimulating problems arising from the natural sciences, social sciences, or from within mathematics itself;
  • Students explore these ideas through classroom activities and homework assignments that investigate how mathematical methods are used to solve these problems;
  • Students consider questions designed to encourage reasoning about mathematical concepts and their relationships;
  • Students formulate conjectures based on the results of their explorations and the intuitions they derive from their reasoning;
  • Students explain their thought processes, justify the validity of their conclusions, and reflect on their thinking by means of oral classroom presentations and clearly written reports.

Course Student Learning Objectives:

  1. The student will be able to use mathematical functions to describe models of real world applications.

a)The student will incorporate a description of the input and output variables, the function rule, and the domain within a model.

b)The student will be able to represent functions verbally, graphically, numerically (table), and symbolically (equations).

c)The student will be able to convert between function representations as required by the needs of the modeling process.

d)The student will be able to determine which mathematical function (linear, exponential, logarithmic, logistic, power, and polynomial) models a given situation.

  1. The student will be able to use limits to describe the continuity and end behavior of functions and the concepts of derivative and integral.

a)The student will be able to distinguish between functions in discrete and continuous forms.

b)The student will be able to apply the concept of limit to describe continuous characteristics of functions.

c)The student will be able to apply the concept of limit to develop the fundamental idea of the derivative.

d)The student will be able to apply the concept of limit to develop the fundamental idea of the integral.

  1. The student will be able to describe and analyze how functions change through the use of the derivative and integral.

a)The student will be able to measure change in function values using differences, percentage change, average rate of change, instantaneous rate of change, and percentage rate of change.

b)The student will be able to demonstrate knowledge of the equivalence of numerical representations of rates of change with corresponding graphical concepts of slope.

c)The student will be able to construct derivative functions using a table of rates of change, sketches of slope graphs, or formulas derived from the limit definition of the derivative.

d)The student will be able to apply rules for derivatives and employ technology to determine formulas for rates of change.

e)The student will be able to connect the accumulated change in a function with the area between its graph and the horizontal axis.

f)The student will be able to construct an accumulation function using a table of rates, adding areas of rectangles under graphs, and finding antiderivative formulas.

g)The student will be able to reconstruct the amount function from its rate function by applying an initial value condition.

h)The student will be able to apply rules for integration and employ technology to compute definite integrals.

i)The student will be able to interpret the various measures of change within the context of application problems.

  1. The student will be able to identify the need for and interpret the meaning of mathematical concepts of change in terms of real world application examples.

a)The student will be able to use properties of the derivative to evaluate marginal quantities in finance.

b)The student will be able to connect behavior of a function and its first and second derivatives to locate extreme points and inflection points and interpret them in context.

c)The student will be able to compute the average value of a continuous function by means of an integral.

d)The student will be able to use integrals to determine present and future values of income streams in finance and population streams in biology.

e)The student will be able to use integrals to analyze applications in economics.

Goal and Outcomes:My students will:

  • be able to analyze and interpret quantitative data, mathematical model, and graphs
  • be an effective communicator(in writing and orally)
  • be able to use appropriate technology and make informed decisions
  • be able to utilize mathematical and logical reasoning and the language of mathematics in your field of interest.

Calculator: TI 84 plus

Your final grade will consist of:

Quizzes100 points

Homework(Wiley PLUS)100 points
In Class Examinations (three) 300 points

Comprehensive Final Examination100 points

Grading scale: 90-100 (A) 80-89 (B)70-79 (C) 60-69 (D)60 (F)

Quizzes: There will be short quizzes (10-15 minutes) during the semester on most of the Fridays and there will be no make up quizzes, but I will drop the two lowest quiz grades while calculating your final grade.

Homework:Homework should be completed online and it is due on following Monday 11:00 am. At the beginning of each lecture, I will devote class time to answer HW questions. You will get three chances to work on a problem online. I will allow HW extension if you have a valid excuse (e.g. illness, family emergency, etc). I will drop your two lowest scores when computing your final grade.

Exam Make-up policy: There will be a make-up exam if you have valid excuse and only if arrangements are made in advance.

Final exam: There will be a comprehensive final exam on:

M 140-03 (11:00-11:50 class) May 2nd from 10:00-11:50.
M140-04 (12:00-12:50 class) April 30th from 12:00-1:50.

Attendance Policy: I will pass around an attendance sheet occasionally. If you miss a class please get notes from a fellow student or see me if you need any help.

Cell Phone Policy: Please turn your cell phones off and keep it away during class. You are not allowed to use it. If you think that your phone is very important,please go outside of the classroom and enjoy life.

Group Work: You will be asked to work in small groups during class and I strongly encourage you to participate.

Getting help: If you need any help, please come to see me or visit Math Lab (CLC 419).

Note: In class tests will be announced one week in advance. If you have more than two exams in a day, please let me know in advance so that I can give you a make-up test. Failingthree out of four exams will result an “F” as your final grade. Below a 40% in any test, quiz, or homework assignment may result in a low letter grade. Any kind of cheating will be dealt with according to Xavier University policy and may result in a zero grade.

Let’s Have a Great Semester Together!