| Session: Fall 2006, Section 2 | Instructor: Barry McQuarrie | |
| Time: MWF 11:45-12:50, TH 12:00-1:40 | Office: Science 1380 phone: 589-6302 (I do not use voicemail) | |
| Location: Sci 3510 | Email: mcquarrb@morris.umn.edu | |
| Office Hours: MW 9:30am-11:00am; TTH 10:30-11:30; F 10:30-11:15am | Homepage: http://cda.morris.umn.edu/~mcquarrb/ |
Course Prerequisites
To succeed in this course you will need to have mastered basic algebra, trigonometry, and have a solid foundation of working with functions and functional notation. You should also be comfortable working both graphically and algebraically with some basic function types (polynomials, exponentials, logarithms, trig functions, etc.).
Goals
The primary goals of a student taking this course are to
- learn how to work with limits, including the limit laws and indeterminant forms,
- learn how the concept of a derivative can be defined in terms of a limit,
- understand and apply various aspects of differentiation, including:
- derivatives of common functions,
- rules of differentiation (product rule, quotient rule, power rule, chain rule, etc.) and their application to complicated functions,
- special techniques of differentiation (implicit differentiation, logarithmic differentiation, approximate differentiation, etc.),
- applications of derivatives in other fields
- understand how the concept of areas under curves leads to the concept of an integral,
- understand how integrals and derivatives are related (The Fundamental Theorem of Calculus),
- be able to evaluate certain classes of integrals (antiderivatives of basic forms, substitution rule)
- extend the concepts of functions and derivative to higher dimension (surfaces in three dimensions, partial derivatives),
- gain fluency in a powerful computer algebra system, Mathematica (this entails learning some of the syntax of Mathematica).
Beyond the curriculum, you should also expect to
- develop skill at presenting solutions to problems,
- think beyond technique, and understand the problems studied in some depth,
- develop confidence in your problem solving skills,
- see the benefit of computers to aid calculation, but also see the absolute necessity of understanding the theory completely before using a computer.
Textbook
NOTE: TEXTBOOK EDITION IS ACCURATE FOR SPRING 2010.
James Stewart Single Variable Calculus, early transcendentals 6th or 5th Ed--the bookstore will have the latest edition, and the course calendar below is based on the 6th Edition. The differences between the editions is minimal, but if you use an earlier edition be aware that some of the sections may be numbered differently, content may be slightly different, and problems listed as practice below may not line up with your older edition. We will be covering Chapters 1--5 from this book. As well, I will provide some notes for our look at multivariable functions and the derivatives.
We will be using the computer algebra system (CAS) Mathematica. This program is not described in our text. Rather you will be learning it as you go in class, using resources I will provide.
Time Commitment
University policy says ''one credit is defined as equivalent to an average of three hours of learning effort per week (over a full semester) necessary for an average student to achieve an average grade in the course''. Our course is a five-credit course, meeting approximately five hours per week: 5 credits times 3 hours/week/credit - 5 hours/week in lecture = 10 hours/week outside class. Thus, you are expected to spend 10 hours per week working outside of class, reading the textbook and working problems.
Please make the most of my office hours! The content of the course can be difficult at times and I expect to see you all in my office at some time or other. To get the most out of the course you should- do homework every day (more on this later),
- allot time to think about what it is we are doing,
- discuss the techniques we are studying and their implementation with your classmates,
- discuss any difficulties with me during office hours.
Course components
Textbook. The book presents the material we will be learning in an organized and comprehensive way. You should try to understand the main point of a given section before coming to the corresponding class.
Class periods. We meet four times a week in Sci 3510. Class periods will be a mixture of activities. I will lecture on some of the high points of the section. I will work out solutions to problems like your homework problems. Generally we will do a fair amount of work using Mathematica. I will be asking the class questions and you should always feel free to ask questions throughout the class period.
It is important that you attend lectures because announcements regarding the class (upcoming tests, possible take-home assignments or homework, etc.) will be made in class. If you miss a lecture it is your responsibility to find out what you have missed.
Homework. Mastery of the topics we study will only come with practice, making homework a crucial component of our course. Every day when we cover a new section there are four homework problems. You should faithfully write out solutions to all these homework problems, before the next class begins! If you're wondering where to put in those ten weekly out-of-class hours, this is the main place! Although only four homework questions are suggested for each lecture, you should do as many problems as needed to understand the day's lecture.
Homework presentations. After the first week of class, I will break the class into groups of three. With an enrollment cap of 35, this should leave us with about 12 groups. I will post the groups on the class web site.
You will see on the syllabus that one problem in each homework set is written in bold--this is a presentation problem. The course calendar also shows you which group will be responsible for which problems, and on what days we will be having presentations.
For each of these presentation problems assigned to your group, your group needs to do two things. First, you need to write out a good solution, and get me a copy of your solution at least one day before your presentation so I can scan it and post it on the course webpage (your solutions should be written by hand). Second, you need to present your solution in class. Your presentation should last approximately five minutes. You can use the posted solution online as a guide, and lead the class through your solution (you needn't discuss every last detail, just explain the process of solution and be prepared to answer some questions from the class if they have any).
Groups should try to get a several day headstart on these problems. It works well if you do the best writeup you can and then come as a group to office hours. Then I can suggest final changes before you make your final write up. The goal is to have you present a correct, well explained solution, so it is imperative that you see me before you make your presentation so I can offer feedback. The goal of presenting a correct, well explained solution is so important that I anticipate that sometimes we will have to be flexible with presentations times--if your group is not ready to present on the day scheduled, make sure you talk with me and your group can present a couple of days later. This should happen infrequently!
The entire study group is responsible for each presentation. However, each person must be the writer for one of the problems and the speaker for another one of the problems.
Applied Projects. There will be a few applied projects you will work on during the semester. These are meant to give you a chance to see calculus in action, outside of the bounds of specific questions. The applied projects will be handed out in class, and are due on the dates shown on the syllabus. You may work in groups of up to four people on the applied projects, and each group turns in one solution. Each group member will receive the same grade. Your groups can be different from the presentation groups, and can change for each applied project you do.
The solutions for the applied projects must be well explained, written legibly and use correct mathematics.
Journal entries. Near the end of each week I will require you to submit a short journal entry, usually based on your experiences with calculus in the past week. I will require that all journal entries be emailed to me on Thursday or Friday. You should spend about ten minutes composing your journal entry each week, and ensure that your submission uses correct spelling, punctuation, and grammar.
I am having you write journal entries for the following reasons:
- I want to encourage conversations between you and I, and give you the opportunity to tell me how the class is going for you as often as possible,
- I want you to have the chance to reflect on your learning, and try to determine what works well for you and what does not work as well,
- I also want to provide an opportunity for you to think about calculus outside the bounds of solving specific problems.
I have provided journal topics for each week on the course web page. However, you should feel free to write about other aspects of the class than the one I suggest.
For the journal entry to be useful to you and me, it should include some explanation of your thoughts. Saying ``I find related rates difficult." doesn't tell me much, or help you at all. Contrast the above with the following, which definitely will help both you and me!
``I find related rates difficult. I think it might be because they can require a long written solution. Seeing the entire solution at the beginning is impossible! I am going to try to spend time breaking the complete solution into smaller ones I can handle, and then putting those bits together to get the complete solution."
When no journal topic is provided, you might want to complete one or a few statements that begin like the following:
In class, I felt... |
While doing homework, I felt... |
Quizzes on homework. Every week that we don't have a test there will be a quiz, typically on a Thursday. This makes eight quizzes in all. They each will last approximately fifteen minutes. The ground rules might vary slightly from quiz to quiz. Thus some days I might give hints. Other days I might let you use Mathematica (and thus work in pairs, since we have two students per computer). Each quiz will be based very closely on one or two of the homework problems assigned since the previous quiz or test. The quizzes can help you gauge how prepared you are for the upcoming test.
Review for tests. Before each test, there will be an in-class review and an optional evening review. The evening reviews will be from 6:00-7:00 in Sci 3510, unless otherwise announced. In all these review sessions, we will go over problems from the book, both assigned problems and others. Since the evening review is optional, I will not be preparing a review like in the in-class review. Instead, the questions we look at in the evening review will be the ones you would like me to look at.
The first test. The first test is during our sixth lecture! This test will be graded and your mark available to you by Friday morning. This is to provide you with feedback early (you will also have taken a quiz by this time), during the period when you can withdraw from a course without a W appearing on your transcript. If another math course is more suitable for you, it is best that we learn this early.
Tests. There will be six in-class tests and then a final. Tests 1, 2, 4, and 5 will fill an entire 65-minute class period. On these tests you will work without Mathematica or even calculators. Tests 3 and 6 will be on Thursdays, with some students taking the test in the first 50 minutes and some students taking the test in the last 50 minutes. On these tests you will be allowed to use Mathematica but not calculators. In fact, to do well on these two tests you will have to use Mathematica. The final exam will cover all the material in the course. It will be two hours in length and will be a no-aids-allowed test, like Tests 1, 2, 4, and 5. All the tests will emphasize the assigned homework problems. Also there will be questions similar to the concept-check questions and true-false quizzes.
Mathematica. We will be learning Mathematica as the semester progresses. Mathematica is a powerful computer algebra system that can do far more than a calculator. The skills you acquire when you learn Mathematica will translate to other technologies, and other areas of your life. If you are a math major, Mathematica is used throughout UMM's math major in virtually all of our courses to some extent, so this introduction will prepare you to do very interesting things with it later on in your academic career. If you are not a math major, studying Mathermatica is an important aspect of understanding mathematics in a liberal arts setting--computation and using tools like Mathematica, maple, fortran, C, C++, Java, MuPad, SAS, Origin, etc, are increasingly an important part of Mathematics.
Mathematica will never do our thinking for us. It will help us understand concepts and answer questions that would be difficult to answer if we were working the solution out solely by hand. Our goal in Calculus I is to become fluent in basic Mathematica syntax and get an introduction to some of Mathematica's power.
Grading
Here is the University-wide uniform grading policy.
- A: Represents achievement that is outstanding relative to the level necessary to meet course requirements.
- B: Represents achievement that is significantly above the level necessary to meet course requirements.
- C: Represents achievement that meets the course requirements in every respect.
- D: Represents achievement that is worthy of credit even though it fails to fully meet the course requirements.
- F: Represents failure and indicates that the coursework was completed but at a level unworthy of credit, or was not completed and there was no agreement between the instructor and student that the student would be temporarily given an incomplete.
The grade for the course will be calculated by the following formula:
| Six chapter tests worth 9% each | 54% |
| Eight quizzes worth 2% each | 16% |
| Two applied projects worth 4.5% each | 9% |
| Final exam | 17% |
| Participation (presentations/journals/attendance) | 4% |
Your numerical grades will be converted to letter grades and finally Grade Points via the following cutoffs (see the UMM Catalog for more on Grades and Grading Policy):
| Numerical | 90% | 88% | 85% | 82% | 78% | 75% | 72% | 65% | 58% | 50% | Below 50% |
| Letter | A | A- | B+ | B | B- | C+ | C | C- | D+ | D | F |
| Grade Point | 4.00 | 3.67 | 3.33 | 3.00 | 2.67 | 2.33 | 2.00 | 1.67 | 1.33 | 1.00 | 0.00 |
Please note that you are not competing against your fellow students. I will adjust the difficulty of the questions and the severity of the grading so that say a B+ score corresponds to what I consider B+ achievement. Please note that your performance will likely fluctuate substantially. However my experience says that with so many components to your final grade, the final grade always adequately reflects your achievement.
I am demanding that solutions be written up well. This means solutions should be a self-contained document. They should be written legibly, contain diagrams or tables where appropriate, and should state the problem and explain the solution. Interspersing English sentences which explain what you are doing can help in this regard. With its worked-out examples, the book provides many examples of a good solution. There are also examples in the homework in the course calendar below. To say it in a more concrete way, solutions with totally correct computations lacking in necessary good explanations will tend to receive 85%, not 100%. We will be discussing the importance of communicating your results in more detail at various times in the course.
I will not be grading presentations or journal entries formally. They will be included in what I am calling your participation. To get full marks for participation, all you need to do is participate--attend class, construct good presentation solutions, and submit weekly journal entries to me.
Out of Class Resources
I highly recommend that you work with your peers on homework problems and when studying for quizzes and tests. Students who work together are generally more successful and find the whole experience more enjoyable.
You are always welcome to talk to me during my office hours. If these hours are not convenient for you, please feel free to speak to me before or after class (or email) to arrange a time that is convenient.
There are two ways to get tutored by more advanced students for free. First, you can drop in to room 360 in the library and visit the Math Room, where you can get assistance from other students. Second, you can sign up for a regular tutor through the Academic Assistance Center. Either way, these tutors are not at all reserved for students who are struggling. Any student can use their services.
If you have any special needs or requirements to
help you succeed in the class, come and talk to me as soon as
possible, or visit the appropriate University service yourself.
Some UMM resources include:
The Academic Assistance Center www.morris.umn.edu/services/dsoaac/aac/
Student Counseling www.morris.umn.edu/services/counseling/
Disability Services www.morris.umn.edu/services/dsoaac/dso/
Multi-Ethnic Student Program www.morris.umn.edu/services/msp/
and of course, your academic advisor!
Expectations
- Be in class on time. I will begin lecturing at 11:45am sharp, and neither I nor your fellow classmates enjoy the disruption late arrival causes. I know that situations crop up that will entail late arrival (please come even if you are late!) but try to ensure it is the exception and not the rule. Buy an alarm clock with a battery backup, as the power often goes out for a moment in Morris.
- Cooperation is vital to your future success,
whichever path you take. I encourage cooperation amongst
students wherever possible, but the act of copying or other
forms of cheating will not be tolerated.
Academic dishonesty in any portion of the academic work for a course is grounds for
awarding a grade of F or N for the entire course.
Any act of plagiarism
that is detected will result in a mark of zero on the entire assignment, quiz
or test for both parties, plus a further penalty of 50% on the next assignment, quiz
or test.
I will make it clear during class what is appropriate
collaboration for each activity, but if you still have questions about what constitutes
academic dishonesty, please come and talk to me.
UMM's Academic Integrity policy and procedures can be found at the following website:
Academic Integrity www.morris.umn.edu/Scholastic/AcademicIntegrity/. - Since the journal entries, take home test components, etc are known days in advance, only under exceptional circumstances (which are officially documented) will I accept late work. You will receive a mark of zero if a course component is submitted late. Putting take home portions of tests in my mailbox or under my office door while I am teaching another course is severely frowned upon unless we have agreed that you will be doing this. If this is done when I am teaching your class I will not accept the work--believe it or not, people have actually done this! If an assignment is partially complete but you are not granted an extension, still submit the work you have completed so you can earn some partial credit. This is far preferable to earning zero on the assignment by not submitting anything.
- If you are going to miss a quiz or exam (for a documented reason), let me know in advance so we can work out alternate plans. If you unexpectedly miss an exam/quiz/etc for a documentable reason, get in touch with me asap so we can work out alternate arrangements, or schedule a make-up.
- Since I want the journal reflections to occur throughout the semester, journals for a given week submitted after Friday at 4pm will not count towards your participation.
A Note on the Different Sections of Calculus I and Calculus II
You should know that some of the other sections of this course are using a different text and that each instructor sets his or her own syllabus. However, an effort has been made to make the topics covered very similar. Also, all sections are using Mathematica. When spring comes, there tends to be quite a shuffle of students between sections for those continuing to Calculus II. However, because of our coordination efforts, confusion should be minimal. My section of Calculus II in the spring will study the rest of Stewart's book, still using Mathematica.
Getting Started with Mathematica
At UMM the computer algebra system of choice is Mathematica (I typically abbreviate this as MMA), and I use it extensively in most of the courses I teach. FYI, files ending in .nb are Mathematica files.
Mathematica is expensive, and we do not expect our students to purchase it. UMM has a site licence for Mathematica, and it can be found on any computer on campus (PC or MacIntosh). When you need to work with Mathematica outside of class, visit one of the many computer labs on campus.
-
I have created my own introduction to Mathematica, and it is available in both a Mathematica notebook, as well as an html file. This would be an excellent place to start if you have never used Mathematica before. Also available is a Mathematica Quick Reference, which I will hand out in class.
- Here is a link to a simple example of plotting a function with Mathematica I give to my precalculus students. You may want to create similar documents for yourself for Mathematica commands we use to help you become proficient with them. Here is a link to the associated Mathematica file. Remember that I do not allow you to use calculators in my section of Calculus I!
-
If you do not have Mathematica installed on your home computer, MathReader can be used to view Mathematica files, but you will not be able to execute any of the cells. Since most of the Mathematica files I provide on the course webpage are unevaluated, MathReader will not be of much use to you.
-
Link to Mathematica tutorials that may prove useful to you.
Prerequisite Resources
The following resources may be helpful if you need to brush up on some of the prerequisite topics. In the first two weeks we will do a quick review of some of these topics. If you find yourself struggling with this material, then please come and talk with me, since Calculus I might not be the best course for you right now.- An excellent resource for algebra is the PurpleMath page at http://www.purplemath.com/index.htm. They also discuss polynomial division, homework guidelines, math study skills, and links to other internet resources (including self tests).
- If you are having trouble with completing the square, check out http://www.csm.astate.edu/algebra/complete.html. It is interactive, providing examples you can work and feedback if you make errors.
- Basic algebra and trigonometry are important skills to master, and are vital for your success in calculus. The page http://www.hyper-ad.com/tutoring/math/ has a great many examples of the techniques in basic algebra and trigonometry. However, it is not interactive, and is kind of technical in parts.
Further Course Information and Resources
- The groups for presentation problems for Fall 2006 (password protected).
-
I use pdf files extensively in my course webpages, because they are easily created from a LaTeX file, typeset mathematical equations beautifully, and I can imbed internet links into them. You can use Acrobat Reader to view these files. Acrobat Reader should be available on every computer on campus.
- Your email: Introduction to UMM Webmail, or follow the direct link to your mailbox if you know the system.
- Calculus Survival Guide. The things you need to know about calculus before (or shortly after!) your first lecture.
- Common Mathematical Errors. The mathematical errors that can hinder your study of calculus.
- A Study Guide and some Review Notes for Chapter 1.
- The Handout on Curves and Surfaces in 3D is available (it is a big download, ~1MB). There is also an associated Mathematica file that contains the Mathematica commands to create plots, find partial derivatives, and solve equations from the handout.
- Webmath may also prove helpful. You can do simple derivatives online, but the explanation of how the derivative is found might be a bit confusing for complicated problems.
Riemann Sums can be explored on this interactive page.
The Wavy Snake is a Mathematica file I created which contains some simple animations. It also has some links to more advanced animations and graphics on the internet which were created using Mathematica.
Course Calendar
| # | Date | Section | Homework | Assignments Due | Resources/FYI | ||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | Mon, Aug 28 | 1.1 Four Ways to Represent a Function | 21, 38, 54, 55 | journal 1 | Lecture Notes & Functional Notation | ||||
| 2 | Wed, Aug 30 | 1.2 Mathematical Models & Basic Skills Test | 2, 4, 13, 19 | 1.2.21.nb | Skills Test Solutions FYI: the values of (-1)^(1/3) |
|||||
| 3 | Thu, Aug 31 | 1.3 New Functions from Old Functions | 36, 44, 59, 60 | ||||||
| 4 | Fri, Sep 1 | Quiz 1 & 1.5 Exponential Functions | 13, 14, 22, 26 | ||||||
| Mon, Sep 4 | Labour Day Holiday-no class | ||||||||
| 5 | Wed, Sep 6 | 1.6 Inverse Functions and Logarithms optional evening review 6-7pm |
24, 28, 43, 61 | ||||||
| 6 | Thu, Sep 7 | Test 1: 1.1-1.3, 1.5, 1.6 (hand) | Mathematica basics | journal 2 | see the Review Notes for Chapter 1 | ||||
| 7 | Fri, Sep 8 | 2.1 The Tangent and Velocity Problems | 3, 4, 5, 7 | Animation of Secant Approaching Tangent | |||||
| 8 | Mon, Sep 11 | 2.2 The Limit of a Function & Visit from Kathryn Gonier-Klopfleisch (Academic Assistance) | 7, 14, 33, 37 | ||||||
| 9 | Wed, Sep 13 | 2.3 Calculating Limits Using the Limit Laws | 7, 32, 45, 49 | MMA | ||||||
| 10 | Thu, Sep 14 | Quiz 2Quiz 2>--> & 2.5 Continuity
Presentations:
|
7, 12, 42, 52 | journal 3 | |||||
| 11 | Fri, Sep 15 | 2.6 Limits at Infinity; Horizontal Asymptotes | 4, 7, 22, 36 | ||||||
| 12 | Mon, Sep 18 | 2.7 Tangents, Velocities, and other Rates of Change 2.8 Derivatives |
2.7: 4, 9, 13, 16 2.8: 6, 8, 11, 35 |
Graphical picture of derivative | |||||
| 13 | Wed, Sep 20 | 2.7 Tangents, Velocities, and other Rates of Change 2.8 Derivatives |
MMA |
Examples from the lecture | |||||
| 14 | Thu, Sep 21 | Quiz 3 & 2.9 The Derivative as a Function & Mathematica Workshop
Presentations:
|
16, 18, 28, 47 | journal 4 | Handout | Solutions (MMA) A function with a sharp corner |
||||
| 15 | Fri, Sep 22 | Review | Notes | review problems | Concept Map | ||||||
| Sun, Sep 24 | optional evening review 6-7pm | ||||||||
| 16 | Mon, Sep 25 | Test 2: 2.1-2.3, 2.5-2.9 (hand) | journal 5 | ||||||
| 17 | Wed, Sep 27 | 3.1 Derivatives of Polynomials and Exponential Functions | 28, 39, 60, 61 | Enrichment: The Other Derivative Proofs | |||||
| 18 | Thu, Sep 28 | 3.2 The Product and Quotient Rules | 1, 6, 22, 32 | Examples from the lecture | MMA Derivative Syntax | |||||
| 19 | Fri, Sep 29 | 3.3 Rates of Change in the Natural and Social Sciences
Presentations:
|
10, 13, 16, 25 | 3.3.10 (MMA file) | FishFarm.nb (MMA file) | Sounds.nb (MMA file) | |||||
| 20 | Mon, Oct 2 | 3.4 Derivatives of Trigonometric Functions | 12, 18, 26, 27 | Trigonometry Review | |||||
| 21 | Wed, Oct 4 | 3.5 The Chain Rule | 12, 20, 41, 48 | MMA | Chain Rule: Graphical Interpretation | |||||
| 22 | Thu, Oct 5 | Quiz 4 & Review
Presentations:
|
journal 6 | Examples from the lecture Derivative Calculator on Web |
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| 23 | Fri, Oct 6 | 3.6 Implicit Differentiation | 1, 9, 33, 34 | ||||||
| 24 | Mon, Oct 9 | 3.7 Higher Derivatives | 18, 39, 49, 63 | ||||||
| 25 | Wed, Oct 11 | 3.8 Derivatives of Logarithmic Functions | 10, 13, 40, 48 | MMA | ||||||
| 26 | Thu, Oct 12 | Quiz 5 & 3.10 Related Rates | 13, 14, 15, 19 | journal 7 | Examples from the lecture | ||||
| 27 | Fri, Oct 13 | 3.11 Linear Approximations and Differentials
Presentations:
|
8, 10, 36, 48 | ||||||
| Mon, Oct 16 | Fall Break-no class | ||||||||
| 28 | Wed, Oct 18 | Review: Take Home Part of Test 3 Handed out optional evening review 6-7pm |
review problems | Concept Map | ||||||
| 29 | Thu, Oct 19 | Test 3: 3.1-3.8, 3.10, 3.11 (Mathematica) | journal 8 | ||||||
| 30 | Fri, Oct 20 | 4.1 Maximum and Minimum Values | 53, 60, 63, 68 | ||||||
| 31 | Mon, Oct 23 | 4.3 How Derivatives Affect the Shape of a Graph | 21, 27, 49, 50 | ||||||
| 32 | Wed, Oct 25 | 4.4 Indeterminate Forms and l'Hospital's Rule | 16, 44, 48, 54 | Application in Biology (paragraph three in Model Implications) | |||||
| 33 | Thu, Oct 26 | Quiz 6 & 4.7 Optimization Problems
Presentations:
|
9, 10, 11, 12 | MMA | journal 9 | Examples | ||||
| 34 | Fri, Oct 27 | 4.7 Optimization Problems | 17, 18, 31, 32 | ||||||
| 35 | Mon, Oct 30 | 4.9 Newton's Method | 4, 10, 12, 30 (MMA) | ||||||
| 36 | Wed, Nov 1 | 4.10 Antiderivatives | 10, 28, 34, 40 | ||||||
| 37 | Thu, Nov 2 | Quiz 7 & 4.10 Antiderivatives
Presentations:
|
60, 62, 73, 74 | journal 10 | |||||
| 38 | Fri, Nov 3 | Review | review problems | ||||||
| Sun, Nov 5 | optional evening review 6-7pm | ||||||||
| 39 | Mon, Nov 6 | Test 4: 4.1, 4.3, 4.4, 4.7, 4.9, 4.10 (hand) | |||||||
| 40 | Wed, Nov 8 | 5.1 Areas and Distances | 1, 4, 18, 20 | MMA | |||||
| 41 | Thu, Nov 9 | 5.2 The Definite Integral | 5, 8, 12, 17 | journal 11 | |||||
| 42 | Fri, Nov 10 | 5.2 The Definite Integral
Presentations:
|
33, 34, 37, 39 | Applied Project 1 | Estimating Areas (MMA file) | ||||
| 43 | Mon, Nov 13 | 5.3 The Fundamental Theorem of Calculus | 17, 22, 42, 54 | MMA | ||||||
| 44 | Wed, Nov 15 | 5.4 Indefinite Integrals and the Total Change Theorem | 16, 22, 40, 54 | How to Remember the Basic Integrals | Examples from the lecture | Animations of Position and Velocity | |||||
| 45 | Thu, Nov 16 | Quiz 8 & 5.5 The Substitution Rule
Presentations:
|
4, 6, 30, 42 | journal 12 | |||||
| 46 | Fri, Nov 17 | 5.5 The Substitution Rule | 50, 52, 54, 56 | Examples from the lecture | |||||
| 47 | Mon, Nov 20 | Review | review problems | Glossary | ||||||
| Tue, Nov 21 | Alternate Time for Test 5: 6-7:15pm | ||||||||
| 48 | Wed, Nov 22 | Test 5: 5.1-5.5 (hand) | |||||||
| Thu, Nov 23 | Thanksgiving Holiday-no class | ||||||||
| Fri, Nov 24 | Thanksgiving Holiday-no class | ||||||||
| 49 | Mon, Nov 27 | 10.1 Curves Defined by Parametric Equations 10.2 Tangents and Areas |
10.1: 12, 20, 31, 35 10.2: 2, 8, 26 (MMA), 31 |
journal 13 | Mathematica (parametric functions) | ||||
| 50 | Wed, Nov 29 | Handout: Surfaces and Traces | Handout & MMA | associated Mathematica file for the Handout | |||||
| 51 | Thu, Nov 30 | Handout: Space Curves & Contour Plots | Handout & MMA | Mathematica (intersections, contour plots) Software using Surface Intersection Weather Pattern Contour Plots Topographical Maps |
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| 52 | Fri, Dec 1 | Handout: Partial Derivatives | Handout & MMA | tangent line animations | MMA | |||||
| 53 | Mon, Dec 4 | Handout: Extrema | Handout & MMA | ||||||
| 54 | Wed, Dec 6 | Test 6 (take home) Handed Out: 10.1, 10.2, Handouts | sample solution or sample solution | review problems | |||||
| 55 | Thu, Dec 7 | No Lecture: Sci 3510 Available to Work On Test 6 | journal 14 | ||||||
| 56 | Fri, Dec 8 | Test 6 Due In Class Review, deeper look at some topics |
TBA | Glossary Quiz | Glossary Quiz Solution | |||||
| 57 | Mon, Dec 11 | Review, deeper look at some topics | TBA | ||||||
| 58 | Wed, Dec 13 | Review, deeper look at some topics | TBA | ||||||
| 58 | Thu, Dec 14 | Review, deeper look at some topics | TBA | Applied Project 2 | Rainbows | History of Science Behind | |||||
| Tue, Dec 19 | Final exam (hand): 8:30-10:30am | ||||||||
