Calculus I

Professor:	Dr. Doug Anderson
	Ivers 234G
	299-4453
	e-mail: andersod@cord.edu

Office Hours: Tuesday and Thursday 1-4; other times by discovery.

Free Tutoring: The Mathematics Department supports a Calculus tutor Sunday, Tuesday, and Thursday nights in Ivers 225, from 6 PM to 10 PM. The Academic Enhancement Center (AEC) in Lower Level Fjelstad also has Math tutors: Monday through Thursday 3 PM to 5 PM and 7 PM to 9 PM, and Sunday night 7 PM to 9 PM. For more information, visit the AEC homepage.

Goals: The goal of Calculus I is to introduce you to three key mathematical ideas relating to functions and their behavior: The Limit of a Function, the Derivative of a Function (its rate of change, interpreted on a graph by a slope), and the Integral of a Function. These issues will be approached both intuitively and formally, building on your previous knowledge of functions and proceeding from precise technical definitions. Exploration of the concepts and conclusions will include graphical, numerical, and analytical points of view. The course learning environment includes classroom lectures and discussions; textbook explanations, examples, and problems; individual and/or group study.

Tips for success in Mathematics: My role as college instructor is to guide you in your learning, but remember that you are ultimately responsible for what you learn. 1. Take your education seriously. As strange as it sounds, a majority of students do not really do this initially. We expect you to put in more time and effort outside the classroom to learn better and more rapidly than in high school. You are being asked to put in reasonable effort outside the classroom to gain expertise. To expect you to spend two hours or more outside of class studying the notes, reading the textbook, and working the problems for every hour inside of class is not unreasonable. 2. The aspiration for learning is much higher in college. In all subjects, professors want you to be able to judge what applies in new situations and carry it out. The subject where that is furthest from most of your high school experience is Mathematics, with the Sciences next. But you are still asked to bridge the gap. For that level of command, you must understand the underlying concepts; it is not "useless theory," but rather the means for deciding what to do in solving problems. It is not adequate to memorize how to do a list of problem types; instead work out a large range of problems to generate experience and judgment. 3. Take your math courses seriously. Despite the fact that you are taking a math course this semester, few of you are actually thinking about a mathematics major. Most of you will, however, need to use mathematics in your science, economics, or other courses, and you will be handicapped if you cannot.

Text: Calculus, Early Transcendentals, 5e, by James Stewart. We will cover through Chapter 5 of this text. As mentioned in the goals above, these chapters provide an introduction to the limit concept, the derivative, applications, and the integral. Some review of trigonometry and analytic geometry is included.

Quizzes/Homework: Suggested homework problems for each section are listed below for your practice in mastering the material; the answers to all odd-numbered problems are in the back of the book. You are encouraged to work together outside of class, and to see the calculus tutor in Ivers 225. Each class period (except for exam days) will begin with a 10-point quiz on the section/homework of the previous lecture, or the collection of some assigned problems. Your quiz grades will be scaled out of 150 points. All students must abide by the college's expectations regarding academic quality and integrity.

Project: There will be a project worth 50 points. The purpose of this will be to solve a more challenging problem by integrating the techniques learned to date. You may work together on this.

Exams: Attendance is required for all exams. If you should miss an exam for an emergency you will be allowed to make it up only if you have notified me before the exam, which must be made up in a timely manner (to be discussed with me individually). There will be four 70-minute unit exams, each worth 100 points, and one comprehensive final, worth 200 points. I do not scale the 70-minute exams.

Partial Credit: Even if your final answer is incorrect, some partial credit may be given for the supporting work provided. In the same way, even if your final answer is correct, only partial credit or no credit at all may be given for lack of supporting work.

Calculator: You may use a graphing calculator in this course. However, the exams will be written in such a way that those with graphing calculators have no unfair advantage. If you use a graphing calculator to answer a question on either the quizzes/homework or during an exam, you must document the way in which you have used the calculator. Unsupported answers will not receive full credit.