Viterbo University - La Crosse, WI

I am one of those who believe that Calculus is among our species’ deepest, richest, farthest-reaching and most beautiful intellectual achievements. This course provides an opportunity for you to discover and appreciate some of the jewels of Calculus. It is my privilege to be in a position to assist you in making those discoveries.

Course Description: (from the catalog)

Limits and continuity. Derivatives and applications. Differentiation of polynomial, rational, trigonometric, logarithmic and exponential functions.

L’Hospital’s rule.

Prerequisite: Acceptable placement score (or ACT math score of at least

28), or at least 3 years of high school algebra and trigonometry with at least a B average, or a grade C or better in MATH 180.

This course is recommended as a general education liberal studies elective course.

Text: James Stewart, CALCULUS, Concepts and Contexts, Brooks Cole.

Second edition.

You will find two versions of the textbook in the bookstore. The “bigger” book covers a 3-4 semester volume of material and is intended for those who plan on taking Calculus II and III (math majors, chemistry majors, . . . ) The smaller book is for those who plan to take Calculus I only.

Core (General Education) Skill Objectives:: (1) Thinking Skills:

(a) Students will use reasoned standards in solving problems and presenting arguments.

(2) Communication Skills: Students will . . .

(a) . . . read with comprehension and the ability to analyze and evaluate.

(b) . . . listen with an open mind and respond with respect.

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(3) Life Value Skills:

(a) Students will analyze, evaluate and respond to ethical issues from an informed personal value system.

(4) Cultural Skills: Students will . . .

(a) . . . understand culture as an evolving set of world views with

diverse historical roots that provides a framework for guiding,

expressing, and interpreting human behavior.

(b) . . . demonstrate knowledge of the signs and symbols of another culture.

(5) Aesthetic Skills:

(a) Students will develop an aesthetic sensitivity.

Specific Course Goals:: Students will . . .

(1) learn to value mathematics;

(2) . . . learn to reason mathematically;

(3) . . . learn to communicate mathematically;

(4) . . . increase the confidence in their mathematical ability;

(5) . . . enhance their problem solving and problem posing skills.

General Education Course Objectives:: (1) Thinking Skills: Students will . . .

(a) . . . gain a better understanding of the concept of a function;

(b) . . . use graphs to estimate related values, relative rates, extreme values, limits, derivatives;

(d) . . . develop a concept of limit;

(e) . . . understand the derivative;

(f) . . . use calculators and computers efficiently as tools;

(g) . . . also learn how to estimate functions by polynomials, so that the numbers such as p3 30, ln 5, log3 5, sin 1, arctan 2, etc. can be estimated using simple addition and multiplication only;

(h) . . . model problems from geometry and other disciplines using calculus;

(i) . . . further improve their ability to communicate mathematical ideas and solutions to problems.

(j) . . . improve their problem-solving ability.

(k) From a most general perspective, the student should see growth in his/her mathematical maturity. The three-semester sequence of calculus courses form the foundation of any serious study of mathematics or other mathematically-oriented disciplines.

(2) Communication Skills: Students will . . .

(a) . . . collect a portfolio during the course and write a reflection paper.

(b) . . . do group work (labs and practice exams) throughout the course, which will involve both written and oral communication.

(c) . . . use current technology (graphing calculators, Derive and/or Maple V) to solve problems and communicate solutions and explore options.

MATH 220 - CALCULUS I SPRING 2002 3

(d) . . . improve their ability to write logically valid and precise mathematical proofs and solutions.

(3) Life Value Skills: Students will . . .

(a) . . . develop an appreciation for the intellectual honesty of deductive reasoning.

(b) . . . listen with an open mind and respond with respect.

(4) Cultural Skills: Students will . . .

(a) . . . develop an appreciation of the history of Calculus and the role it has played in mathematics and in other disciplines.

(b) . . . learn to use symbolical notation correctly and appropriately.

(5) Aesthetic Skills: Students will . . .

(a) . . . develop an appreciation for the austere intellectual beauty of deductive reasoning.

(b) . . . develop an appreciation for mathematical elegance.

Content:: We plan to cover Chapters 1 through 4 of the textbook.

Course Philosophy and Procedure: Two key components of a success in the course are regular attendance and a fair amount of constant, everyday study. You should try to make sure that your total study time per week at least triples the time spent in class. Working every day on calculus problems is a must. Also, an active class participation, working in small groups, not hesitating to ask me for help both in class and in my office can greatly enhance the success and quality of your learning. You should also use the Learning Center facilities (MC 320) as much as possible.

Grading will be based on three in-class exams (100 points each), a cumulative final exam (200 points), class participation, take-home problems, group practice exams (25 points each), and a (50 points worth) portfolio.

You will be required to work hard, and will have every opportunity to show what you have learned.

Some of the homework assignments will be graded in two parts - the second part will require you to come to my office and explain your reasoning, answer some questions. Some of those assignments will be “group assignments”.

In all your work, written and oral, it is essential to provide explanations, justify your reasoning. My grading scale is

A=90%, AB=87%, B=80%, BC=77%, C=70%, CD=67%, D=60%.

The following exceptions to that scale are possible:

• An A on the final exam (more than 180/200 points) will raise your grade up, one letter, i.e., a B will turn into an A, a BC will become AB, . . . .

• An outstanding presentation, or an outstanding portfolio can raise your grade up a half letter, i.e., a C will turn into a BC, . . . .

• If one is failing the course by the end of the semester, but has over 40% average on exams, and earns at least 55% points on the final, he/she can get a D for the final grade.

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• If one is passing the course by the time of the final exam, but earns less than 30% points (a score less than 60/200), that will result in an F for the final grade.

I am looking forward to explore this fascinating subject with you, and for all of us to have an interesting and enjoyable semester.

The Learning Center: provides a number of ways to assist you. In particular, there are drop in hours MTWRF 11:00-11:50 and 3:10-4:00.

Important University Policies: The links:

• Plagiarism:

http://www.viterbo.edu/personalpages/faculty/GSmith/plagiarism.html

- Viterbo policy statement on plagiarism, see also Student Planner and

Handbook, pages 128 through 131.