Instructor: Fred Goodman
Office: 325G McLean Hall
Phone: 335-0791
Office Hours: To Be Arranged
Teaching assistants: Jeannine Abiva for lecture ccc and Amanda Hager for lecture ddd.
A thorough knowledge of elements of differential and integral calculus, and applications; confidence and self reliance in problem solving and calculation.
Required: James Stewart, Calculus (Early Transcendentals), 6th edition, Thompson/Brooks-Cole. Note: This book is packaged in various ways with different collections of chapters. For this semester, you need chapters 1-6, but you might as well get a copy with chapters 1-11 which will serve for 22m:26 as well.
Several high quality calculus textbooks are available free on the internet, for example Strang, Calculus at MIT OPEN COURSEWARE.
When you are finished with this course, you will still need a calculus text for reference (assuming you are continuing in math and science). You might as well keep the one you have, since you will be used to it, but you could also sell it and use a cheaper or free book instead.
1. Lecture classes on Mondays, Wednesdays, and Fridays, participation mandatory.
2. Discussion sections on Tuesdays and Thursdays, participation mandatory.
2. The Mathematics Tutorial Laboratory on the third floor of McLean Hall is available for tutorial help with the course material. The laboratory also has computer aided instruction material which may aid your understanding. Participation is optional, but highly recommended.
Mathematica and Maple are two general purpose mathematics programs which can do symbolic, numerical, and graphical computations which are useful for doing calculus. Both are available on university computers under a site license. I prefer Mathematica just because I'm used to it. I will provide some Mathematica demonstrations of calculus concepts with which you can experiment.
Some people like to use graphing calculators, but their capabilities are poor in comparison with a full featured program like Maple or Mathematica. Graphing calculuators will not be allowed for quizzes and tests.
Chapter 1 of the text contains a review of precalculus material, which will be of constant use in the course. You are expected to review this material on your own, for the most part. I suggest that you do a substantial number of exercises from Chapter 1 to make sure that you have a ready grasp of the material. The teaching assistants will do some formal review during the first week, in discussion sections.
The staff at the Mathematics Tutorial Laboratory is ready to help you with precalculus material, and, of course, you may also ask me about it during office hours. You might also find other materials helpful, such as texts from previous mathematics courses, precalculus texts used at the University of Iowa or area community colleges, and commercial review books such as Schaum's outlines, etc. The primary responsibility is yours to make sure you do the necessary reviewing.
The following web based test of precalculus mathematics could be a good guide for locating your weak points. If it shows that you have many weak points, you should consider further precalculus preparation before taking this course.
ALEKS is a commercial computer based tutorial for precalculus mathematics, available by subscription. I don't know if it is good, but they offer a trial subscription (3 hours of tutorials) so you could give it a try. Let me know if you like it.
There are two big concepts in Calculus. The first is differentiation, which is the process of finding the rate of change of a changing quantity. The second is integration, which is the process of finding the accumulated change of a changing quantity. This course will introduce you to both concepts, the relation between them, and some elementary applications.
We will cover Chapters 2-6 in the text in class.
We will pay particular attention to exercises for which you have to set up and analyze a mathematical model for a verbally described situation. We will also pay particular attention to careful presentation, on paper and at the chalkboard, of exercise solutions.
We will begin by discussing the idea of differentiation (or the derivative) by examining two fundamental problems: that of finding the velocity of a moving object, and that of find the tangent line to a curve. These problems will lead to the general concept of the derivative. This introduction corresponds more or less to sections 2.1 and 2.7 in the text, but the presentation in class will be more visual, intuitive, and conceptual than that in the text. This introduction will show us that we need the concept of "limit"; we will first discuss limits somewhat informally, using sections 2.2, 2.3, and 2.5
After that we will proceed with Chapters 3-6 of the text, with occasional forays back into Chapter 2 (which logically ought to preceed the rest of the course, but pedagogically should come later).
Homework will be assigned weekly; many problems will be assigned, and among them a few will be singled out as "presentation problems." These are to be written out carefully and completely, with the logical steps explained. The criterion for having done this well is that a person who knows some calculus but has not done these problems should be able to understand completely how to do the problem by reading your paper. The examples in the text can serve as a model for your write-up of the presentation problems. In particular, what you hand in will not be the scratch paper on which you first figure out the problem. Some of these problems will be graded. The non-presentation problems will be spot checked for reasonable completeness.
The homework will be due on Thursday each week in discussion class.
There will be frequent quizzes in discussion sections. The material to becovered on each quiz will be announced ahead of time.
There will be two midterm exams on September 18 and October 16 (Fridays) in class.
There will be a two hour, comprehensive final exam at the time announced in the Fall 2009 course schedule.
Grades will be determined according to the following scheme: homework and quizzes together 20%, two midterms 40%, final 40%.
It is likely that there will be a resurgence of H1N1 (swine) flu this fall and winter. The U. of Iowa provost's office has has asked instructors to convey the following information:
"Public health authorities have recommended that people with flu-like illnesses stay home and not return to public spaces until 24 hours after they have no fever. In order to prevent the spread of disease, please do not come to class, meet with other groups of students, attend office hours, or contact offices in person while you are ill. Based on this recommendation, I will not require you to report to a doctor or to Student Health to verify a flu-like illness if you are ill, please complete an illness-absence form (http://www.registrar.uiowa.edu/forms/H1N1_absence_form.pdf ) when you are well enough to do so. Your grade will not be penalized for absences if you are following the recommendations of health authorities."
The College of Liberal Arts and Sciences, Policies and Procedures:
Administrative Home
The College of Liberal Arts and Sciences is the administrative home of this course and governs matters such as the add/drop deadlines, the second-grade-only option, and other related issues. Different colleges may have different policies. Questions may be addressed to 120 Schaeffer Hall or see the CLAS Academic Handbook.
Electronic Communication
University policy specifies that students are responsible for all official correspondences sent to their standard University of Iowa e-mail address (@uiowa.edu). Students should check their account frequently. (Operations Manual, III.II.15. 2. k.11.)
Academic Fraud
Plagiarism and any other activities when students present work that is not their own are academic fraud and are considered by the College to be a very serious matter. Academic fraud is reported by the instructor to the departmental DEO who enforces the departmental consequences. The Associate Dean for Undergraduate Programs and Curriculum is also informed. The Associate Dean enforces collegiate consequences which may included suspension or expulsion. See the CLAS Academic Handbook.
Making a Suggestion or a Complaint
Students with a suggestion or complaint should first visit the instructor, then the course supervisor and the departmental DEO. Complaints must be made within six months of the incident. See the CLAS Academic Handbook.
Accommodations for Disabilities
A student seeking academic accommodations should register with Student Disability Services and meet privately with the course instructor to make particular arrangements. For more information, visit this site.
Understanding Sexual Harassment
Sexual harassment subverts the mission of the University and threatens the well-being of students, faculty, and staff. All members of the UI community have a responsibility to uphold this mission and to contribute to a safe environment that enhances learning. Incidents of sexual harassment should be reported immediately. See the UI Comprehensive Guide on Sexual Harassment at www.uiowa.edu/~eod/policies/sexual-harassment-guide/index.html for assistance, definitions, and the full University policy.
Reacting Safely to Severe Weather
In severe weather, the class members should seek shelter in the innermost part of the building, if possible at the lowest level, staying clear of windows and free-standing expanses. The class will continue if possible when the event is over. (Operations Manual, IV. 16.14. Scroll down to sections e and i for severe weather information.)
*The CLAS policy statements have been summarized from the web pages of the College of Liberal Arts and Sciences.