- Course Materials
- Overview
- Is this the right math course for you?
- Reading
- Problem Sets
- Projects
- Quizzes
- Gateways
- Exams
- Attendance
- Evaluation
- Honor Code

**Instructor: **Janice Sklensky

**Office Phone:** (508)286-3970

**Office:** Science Center 103

**Office Hours:** See my schedule

**E-mail:** jsklensk@wheatonma.edu

Below, I discuss

A calculator which is at least capable of evaluating exponential and
trigonometric functions is required. A graphing
calculator is ** not** required, but they can be handy. If
you do not have a graphing calculator, come talk to me about learning
how to use the computer program Maple. *Please note:* Graphing
calculators are not used in Wheaton's Calculus classes; instead, we
use Maple.

The text, and a calculator, should be brought to class every day.

** Overview: **

The primary aim of this course is to prepare you for Calculus. While
this includes learning specific material, it is most important that
you learn to think mathematically.
To that end, you will encounter a
variety of topics and challenges. Most of the
problems you will solve will ** not** be solved by copying examples.
Instead, you will be
applying mathematical concepts to many different types problems. You will
also be faced with some open-ended questions that you and your
colleagues will spend days deciding how best to answer.
These non-routine problems will require that you grasp mathematical ideas and
communicate mathematics verbally and on paper. This
course may present challenges which require more effort than you
have previously experienced, but the rewards are far greater as well! Increasing your
ability to think mathematically not only will help you in Calculus, it
will allow you to apply mathematics in courses in other disciplines,
in your eventual career, and to solve problems in all aspects of your life.

You will learn to use a combination of algebraic, graphical, and numerical methods, and to decide which is the most helpful tool in any given context. You will develop your understanding of the mathematical concepts and learn how to apply them to realistic problems, rather than simply perform operations mechanically. You will learn to interpret results, not just to obtain answers.

This class has several important aims. You will be presented with the opportunity to learn: how to learn, mathematical thinking, to read and write mathematics, to use technology, and lastly, specific mathematical skills. All of these are important for Calculus.

In this class, as with all others, how much you actually learn is
entirely up to you.
As you read through how the course is structured, you will see that a
lot is expected of you. In order to get enough out of this
course, ** you will need to spend an average of 9
hours a week outside of class on reading, homework, and projects!**

** Is this the right math course for you?**

This course is ** only ** for students who are going to take
Calculus, but who feel they need to brush up on how functions work,
the connection between functions and graphing, and/or trigonometry.
As it is only a semester-long course, it can not thoroughly cover any
of these subjects. Moreover, it does ** not** satisfy the math and logic requirement!
Hence, this is the right math course for you if you want to take Calculus
but feel that one semester of preparation would help (and would
be enough).

Who should take Calculus? Calculus is different from your previous
math courses, and gives the first taste of just how exciting and beautiful
math should be, so of course ** everyone** should take it. However, I know
that many students don't have enough time to take every course they want
to, so some may not want to take Calculus unless it is required for
their major.
Those majors which require Calculus are: Math (of course), Physics,
Chemistry, and Environmental Science. Calculus is also
recommended for students who are Economics majors or who are Premed.

Students interested in other disciplines are of course welcome and encouraged to
take Calculus, but be aware: if you are considering majoring in
Economics or Psychology, you will be required to take Statistics
(which ** does** satisfy the math and logic requirement). Statistics is
also recommended for Sociology and
Political Science majors. Early Childhood and Elementary Education
minors are required to take Concepts of Mathematics.

** Reading: **

Reading technical material is an extremely valuable skill, and is
becoming more pervasive in all areas of our lives all the time.
Moreover,
reading and comprehending mathematics is a large part of Calculus.
Therefore, it is important that you feel comfortable reading mathematical prose.

**Before** each class meeting, I expect you to have read the material that
we will be discussing that day.
Many of you have not read mathematics before, so to help you with this (and to
give you credit for your efforts!)
I will post questions on the web
that cover each day's reading. You will send the responses to those
questions by 9am of the day they are due.
You can get to the appropriate chapter's web page from the course's
web page.

These reading assignments are required, and will be graded out of 2 points each: 2 points if you respond in full (whether correctly or not) and 1 point for a partial response. Late responses will not be accepted. I expect to drop each person's lowest score at the end of the semester.

** Problem Sets: **

Learning math is best accomplished through a combination of group and
individual efforts. To ensure
that you get the benefits of both experiences, (and for other reasons
as well), every other problem set will be a group homework, while for the rest
I will require that you each turn in an individual problem set. (You
may, of course, consult each other on the individual efforts, but the
final effort on it must be your own!)

For the group problem sets, you will benefit most from the experience if you have already made a sincere effort on every problem before your group meets. Points on the group homework will be based on each person's honest assessment of the effort and contribution made by each member. Groups also must make note of who was the recorder for each problem set, and the recorder must alternate.

I will assign several problems each Monday. The problems will be listed on this course's web page.

You are, of course, responsible for all of them, but you only turn in 3 or 4 of them, which I will specify. On Fridays, I will answer questions on a few of the problems I am not collecting. Solutions will be due by 4 pm each Monday.

Consult your Guidelines for Homework Presentation for information on how your problem sets should look.

I do not accept
** any** late problems sets.

Problems sets will probably be graded by a grader.

I expect to drop each person's lowest score at the end of the semester.

** Projects:**

To give you an opportunity to solve problems that are more
realistic--problems which do not necessarily have one ``right'' answer,
or which can be approached in a variety of ways, and which
take several days of pondering and working to solve to your
satisfaction, you will work on 2 projects, in groups, this term.
Each group will describe the problem and its solution in a joint paper.

** Quizzes:**

As a result of student suggestion, I am adding a new feature to this
class--we will have quizzes every other week (except those weeks we
have midterm exams).

Except for the first one, these quizzes will cover the homework that
you turned in the previous two Mondays. They will be
straightforward, with each question either being very similar to a
homework problem or covering an important concept or definition.
Please note that the questions which are similar to homework problems
will very often cover those homework problems which are ** not** due.

The quizzes are short, but will be untimed. To accommodate that,
they will be given on ** Thursdays**; you will have several times
each Thursday to choose from.

** Gateways: **

At least 3 of the quizzes will be ``gateways'', including the first
one, which is ** September 9**!

The gateways will be short, as the rest of the quizzes will be. They will not test mathematical ideas so much as the skills which are the foundation for the course. You must get 100% on these quizzes, but you may take them over and over again until you pass. The longer you take to pass them, however, the less they are worth. (Note that it doesn't matter how many tries it takes you, only how many days go by until you pass it.)

Gateways can prove to be time-consuming and stressful for some people, in the short run, but are much less so than continuing through the course without the necessary skills, let alone trying to complete Calculus without them!

** Exams: **

It is important for me to make sure throughout the semester that not
only have you mastered the techniques (which are to math as grammar is
to English), but that you understand the concepts and can put the
concepts and skills together to solve problems which are somewhat different
from those you have seen before (which ability is to math as writing
clearly and creatively is to English). To that
end, we will have two midterm exams.

Each of these will take an hour or more to complete. They may test some mathematical skills, but the primary emphasis will be to give you an opportunity to show me how well you've mastered the underlying mathematical ideas.

Like the quizzes, the exams will be untimed and given on Thursdays.

Unlike for the quizzes, you will be allowed to bring an 8.5 x 11
sheet of paper, with **handwritten** notes, front only, to use during the exam
and to turn in with the exam.

We will also, of course, have a ** cumulative** final. The final is
scheduled for ** 9am on Saturday December 18**. Put it in your
calendar now. You may also use a "cheat sheet" (again handwritten, 8.5 x 11, front only), on the final.

** Notify me in advance** if you will be missing an exam, either by phone or by e-mail.
If your reason for missing
is acceptable, we will arrange that you take the exam early. If you miss an exam
without notifying me in advance,
I reserve the right to not give you any make-up exam.
I will
not give any individual more than one make-up exam during the
semester. As for the final, check ** now** in the schedule of
classes when your other finals are and make sure you do not have 3
consecutive finals. If you do, consult the professors involved now.
There are very few other acceptable reasons for rescheduling finals,
so ** please** tell family and friends not to make plans that involve
you leaving campus before you're officially done with finals, as you
may then be forced to make the difficult choice between taking a zero on a final or
missing a flight (or whatever).

** Attendance: **

Clearly, missing class is not a wise idea.
If you ** do** miss
class, it is of course your responsibility to
find out any assignments, and to get a copy of the notes and of any hand-outs.

** Evaluation:**

I expect to use the weights below, although I reserve the right to
change my mind if the semester does not go as expected.

>Reading Assignments | 5% |

Individual Problem Sets | 10% |

Group Problem Sets | 7% |

Projects | 20% |

Quizzes | 6% |

Gateways | 12% |

Midterm Exams | 20% |

Final Exam | 20% |

** Honor Code:**

Abide by the Honor Code. While I take the Honor Code
seriously, and will bring a case before the Hearing Board if I see or
find anything suspicious, that is not the main reason not to cheat.
Cheating is also a complete waste of money (assuming this is one of 4
classes, this class is costing you close to \$4000!). It hurts not only the cheater but
the entire class, and me. Moreover, cheating often doesn't result in a very
good grade, even if it's not caught. And of course, cheating simply isn't right, and a person who
cheats is less of a person for it. And that's the end of my rant.

** Reading assignments:** You may discuss the questions with your
classmates, but you must enter the responses yourself, in your own words.

** Homework and Projects:** You may work with anybody you want
(unless groups are assigned). You may use any references that
help you figure out how to do the problem on your own; you may not
use any references (people, old projects, books, the web, for
instance) which tell you how to solve it or lead you to the solution.
You must understand how to do every
problem, and you must cite references if you've received assistance
from any source. When doing group projects or
group problem sets, you ** may not** divide it into different parts--you
must do them all together, and you must make sure every member of your
group understands every part.

** Exams:** You may not use any notes, books, or colleagues as
reference during the exams. Your ``cheat sheet' must
conform to my stated rules. You may not use a calculator unless I
specify that you may, and you may not use a graphing calculator.

**Janice Sklensky**

**Wheaton College**

Department of Mathematics and Computer Science

Science Center, Room 109

Norton, Massachusetts 02766-0930

TEL (508) 286-3973

FAX (508) 285-8278

jsklensk@wheatonma.edu

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