• MWF 12:00-12:50 in Maybank 108
• Tuesday 12:15-1:30 in Maybank 113

Important Note: This class has a required office meeting policy (my own invention). Every student in the class must meet with me briefly in my office at least once between the first test and the fourth test. Anyone who has not done so will automatically fail the course. (I will remind you of this policy frequently during the course and especially bug those people who have not yet fulfilled the requirement about it.)

If you need still more help, you can use the "Math Lab", located in the Addlestone Library. There you will find students and even occasionally professors who will help you with any specific problems or questions you may have. The hours are TBA.

If you get access to the electronic version of the textbook with your WebAssign account, you may be able to get by without purchasing a paper copy of any kind.

There is also a good deal available for those who would benefit from having a paper copy of the book for reading, studying and reference. You can buy a copy in a looseleaf binder that will last for a few years at least.

Finally, there are two different versions of the professionally bound textbook at the bookstore. These would be the best choice for someone who would like to keep the textbook for a long time (perhaps as a reference when you are in grad school). Also, you may be able to sell the professionally bound book back at the end of the semester, but don't count on it as we are intentionally using an older, cheaper version of the book rather than the latest edition. If you purchase a copy of the book from our bookstore or from an online bookseller, be sure it is the correct edition ("6E" for the sixth edition with early transcendentals). We recommend that you get the larger one (which does not say "Single Variable" over the title) if you plan to take Math 221 (Calculus III) after taking this class. Otherwise, you can get the smaller and lighter "Single Variable" edition which will be sufficient for this class and Math 220 (Calculus II).

We strongly recommend that you get a TI-83+, TI-84+ or TI-86 calculator. Note that calculators or computers that have "symbolic computation capability" or "computer algebra systems" may not be used in this course. This means that a TI-89, TI-92, Casio ALGEFX2.0PLS or any calculator with the ability to differentiate, integrate, factor, multiply or solve algebraic expressions symbolically cannot be used on any class test or on the final.

One warning, which hardly needs to be repeated here, is that the College's Honor Code applies in this course. A separate document entitled "What is Cheating?" (available from the course OAKS page) specifically outlines what would constitute cheating in this class. Be aware that I take this issue seriously and will bring any student caught cheating before the Honor Board.

Tests: A test in this class, as in any college level course, is an opportunity for you to demonstrate to me how well you understand the material we have covered. Consequently, there will be questions of varying levels of difficulty. Some questions could be answered correctly by anyone who has been paying attention, others cannot be done perfectly unless you have a good grasp of the subject and still others are so hard that only the top students in the class will be able to answer them at all. (This means that if you're expecting an A in the class you have to be one of those top students.) At least half of each in-class test will be calculator-free. There will be four tests in class on the following dates: February 2, February 23, March 22 & 23 (special 2 day test), and April 19.

Group Projects: During every class which takes place on a Tuesday (except for the exam dates listed above) there will be a group project in class. The questions on a group project will be more thought provoking and possibly harder than homework questions. Each student will work with one or two other students on the questions and they will turn in a single set of answers collectively. Any resource is available to you during a group project; you can use your notes, your textbook or even ask questions of other students in the class.

and

Homework: Your first homework assignment, after each class, is to read through your notes, my handout and the textbook to make sure you understand the material we have covered. This is an important part of your learning, but will not be directly graded.

Your homework grade will be based on many problems that you do online through an automated homework system and also a handful of written homework solutions that I will have you turn in. The online problems are graded by the computer and provide instant feedback about whether the answer is accurate. The handwritten solutions that you turn in may take a little longer to grade, but I will be able to provide more detailed feedback about your work, especially on how well you communicate the procedure and logical progression of your solution.

IMPORTANT: Logon to the automated system at https://www.webassign.net. Sign up for an account by entering the class key: "cofc 7570 6762". Although you can use this system without an "access code" for two weeks, you will eventually need to get one. A code may have come free with your textbook if you purchased it new. Alternatively, if you still need one, you can purchase an access code at the WebAssign site.

Final Exam: There will be a common final exam for all sections of Math 120. The exam will be held April 23, 2016 from 8-11 AM in (room to be announced). Note that this is not the time based on the meeting time of our class but a separate time (and location set) aside for common finals in the math department.

• High Final / Drop Lowest: Your lowest test grade is dropped. The remaining three tests count for 40% of your grade, the projects for 5% of your grade, the homework for 5% of your grade, and the final exam for 50% of your grade.
• OR
• All Tests Count Equally: The projects and homework again each account for 5% of your grade. The final exam counts for 25% of your grade (the lowest amount allowed by the math department), and each of your four tests counts for 16.25%.

Letter grade correspondences (what grade you need to get on a test in order to get an A or a C+, for example) are not determined in advance but rather will be determined by the class performance on that assignment. In other words, the grades are "curved" in such a way that the cutoff for a B- will be near the average grade and the top scores earned in the class will be given an A.

• Calculate a wide variety of limits, including derivatives using the limit definition and limits computed using l’Hôpital’s rule;
• Demonstrate understanding of the main theorems of one-variable calculus (including the Intermediate and Mean Value Theorems, and the Fundamental Theorem of Calculus) by using them to answer questions;
• Compute derivatives of functions with formulas involving elementary polynomial, rational, (inverse) trigonometric, exponential and logarithmic functions;
• Use information about the derivative(s) or antiderivative of a function (in graphical or symbolic form) to understand a function’s behavior and sketch its graph;
• Construct models and use them to solve related rates and optimization problems;
• Recognize functions defined by integrals and find their derivatives;
• Approximate the values of integrals geometrically or by using Riemann sums;
• Evaluate integrals by finding simple antiderivatives and by applying the method of substitution.

• Numeracy: Although calculus does have applications in many different areas of human activity, from astronomy to zoology, it is true that not everyone needs to know it. On the other hand, everyone in the modern world does need to know some mathematics. This course will reinforce and enhance your ability to work with numbers and to use them to understand and manipulate the world around you, even in areas that do not involve any calculus.
• Historical Perspective: We will have time to discuss the lives and times of some of the people who invented calculus, such as Isaac Newton, Gottfried Wilhelm Leibniz, Archimedes, and Bernhard Riemann. Who were these people, what was going on at the time that led them to work in this area, and what impact did their discoveries have?
• Communication Skills: Reading and writing mathematics is a separate skill from being able to communicate in English. Mathematical communication skills are important not only for scientists and mathematicians, but for anyone who has to read a newspaper, fill out tax forms, or write a report for their boss including charts and tables. Consequently, you will be expected to read the textbook and your course grade will depend not only on the mathematical accuracy of your answer, but on how well you understand written mathematics and how effectively you can communicate your own mathematical ideas.
• Scientific Literacy: Calculus is a scientific discovery of staggering importance. Many advances we take for granted today (CDs, lasers, microwave ovens, airplanes, MP3 files, CAT scans and MRI, cell phones, GPS, guided missiles, etc.) were only possible because the discovery of calculus preceded them. Moreover, calculus continues to be an important tool in science today. So, learning calculus is an important part of understanding how science works and its impact.
• Mathematics Appreciation/Aesthetics: Many students are surprised to learn that there are people who find mathematics beautiful. Its usefulness, as described above, may have something to do with it, but it certainly is not the main feature of it. Rather, to those who love it, mathematics has a beauty more like that of great music, a beauty that comes from its complexity, its patterns, overall predictability with surprising twists. Just as it would be difficult to appreciate music from just looking at sheet music, mathematics cannot be appreciated by looking at it on the page. I will try to share some of my own appreciation of the aesthetics of mathematics with you in this class, though your grade will of course not depend on whether you learn to share it.

1. Model phenomena in mathematical terms,
2. Solve problems using these models, and
3. Demonstrate an understanding of the supporting theory behind the models apart from any particular application.