Calculus I

Professor:	Dr. Douglas Anderson
	Ivers 234D
	299-4453
	andersod@cord.edu

Office Hours: Feel free to stop by my office, Ivers 234D, Tuesday and Thursday 1:00-4:00, or MWF by discovery. If these times are inconvenient, please set up an appointment.

Free Tutoring: The Mathematics Department supports a Calculus tutor Sunday, Tuesday, and Thursday nights in Ivers 218: Sunday, Tuesday and Thursday nights from 6 PM to 10 PM. The Academic Enhancement Center (AEC) in Lower Level Fjelstad, room B16, also has Math tutors: Sunday through Thursday 7 PM to 9 PM. For more information, visit the AEC homepage.

Core Criteria and Outcomes: As a Core Exploration Course in Mathematics, Math 121 Calculus I meets the following criteria relative to Concordia’s Goals for Liberal Learning (GLL) in our core curriculum, Becoming Responsibly Engaged in the World:

• Emphasize arithmetical, algebraic, geometric, algorithmic, or statistical methods (GLL 1,2,3);
• Develop an understanding of mathematical models such as formulas, graphs, tables, schematics, or algorithms (GLL 2,3,5);
• Incorporate mathematical models and methods to solve problems (GLL 1,2,35).

• Students will demonstrate an understanding of mathematical methods and models.
• Students will represent mathematical information symbolically, visually, and numerically.
• Students will apply mathematical methods and models to solve multi-step problems.

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, by Jon Rogawski. 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 will be given in class for your practice in mastering the material; the answers to all odd-numbered problems are in the back of the book, and student solutions manuals are available from the tutor. You are encouraged to work together outside of class, and to see the calculus tutor in Ivers 218. Each class period (except for exam days) will begin with a 10-point quiz on the section/homework of the previous lecture, or with the collection of some assigned homework problems. Your quiz/hw grades will be scaled out of 125 points. All students must abide by the college's expectations regarding academic quality, integrity, and honesty.

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 and it must be made up in a timely manner (to be discussed with me individually). The dates for exams are given on this syllabus; I will give you at least one week notice if the exam date is to be changed. There will be four 70-minute unit exams, each worth 100 points, and one comprehensive final, worth 125 points. I do not scale the 70-minute exams. Partial credit may be given for incorrect answers but correct reasoning; partial discredit may be given for correct answers but incorrect reasoning. To study for the exams, please look over examples from class, homework & quizzes, and work the review problems from the book.

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 homework or during a quiz or an exam, you must document the way in which you have used the calculator. Unsupported answers will not receive full credit.

Grading: With a total of 650 points, the course grades will be as follows: