MATH 109 Calculus I Spring, 1997 ** MTTh 7:40 -8:50 A.M.** NR 201

Optional 5th hour Thurs. 9:00-9:50 TA 011

Team Assignment #2 - Due on Friday, May 2.

- Course Assignments: Text Problem lists
- Course Problem of the Week (sometimes with hints, etc.)
- Some Calculus web sites for surfing.
- Course Description

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Spring, 1997 Problem Assignments M.FLASHMAN MATH 109 : CALCULUS I Section Problems (*= interesting but optional) ($= most recent) ------- -------------------------------------- Assignments and recommended problems I 0.1 1/23-> (i) 1-15 odd,23,26,29,32...50 + rev. sheet 1-3,6,13,15,16,18,19 1/24-> (ii) 61,62,65,67,70,72,75,83,85,87,99,109 0.2 1/28-> 5,7-9,15,16,18,24,29,*(25-27) 0.3 1/28-> 11,15,17,23,27,*(25,35,39) 0.4 2/10-> 15,18,*(23,24,26) 1.1 2/4-> 1,2,4; 2/6-> 5,8 1.6 2/6-> (i)1-3,5,6,9 2/10-> (ii)11,13,15,17-19 2.1 2/11-> (i)1-3,5,13-16,32,47,*45 2/13-> (ii)7,8,19-21,26,29,33,34,35-37,45,*(39,41) 2.2 2/18-> (i)1-10,14,15,20,21,37,39,43,45,46 2/24-> (ii)11,13,23,53,54,58,60,61 2.4 2/24-> (i)21,24,27,30,32,35,37 2/25-> (ii) 5-10,20,25,33,34,39 Assignments and recommended problems II 1.5 3/04-> (i)1,2,12,14,16-18,29,31,33 3/06-> (ii)13,15,30,32,36,37,39,40, *(55,56,58) 3/06-> (iii)43,45,47,48,49,51,57,59 2.3 3/04-> (i)1-3,8,9,11,12 (ii) 13, 16,20,23,27 2.5 2/25-> (i) 1-3, 5,6,11,23,24,27,28,35,39 2/27-> (ii) 4,21,22,25,55,57,59,78,80, *(68,69,73) 2.6 3/24-> 1, 5-9 odd, 17, 19, 21-23,43,*(34, 35, 4) 2.7 3/24-> 1-11 odd, 15,17,27,28,34,45,35-37,*(47,52) 2.8 3/11-> (i)1-7 odd 3/24-> (ii)8-11,19,27,32,33 2.10 3/06-> 1,3-5,7,9,13,23,24,*(25,31) Assignments and recommended problems III 2.9 3/25-> (i) 1-13 odd,53 3/25-> (ii) 19,21,22,25,29,35,39,40,*41 (iii) 45,46,49,52 3.1 3/31-> (i)1-4,21-27 odd,39-43 odd. 4/01-> (ii)22, 24,31-33,40,42,46,47,51,*(60,65) 3.2 1-3,5,7,11-13,19, *(16,25,26) 3.3 4/01-> (i)1-5,17,18,21,26,27 4/03-> (ii)29,30,31,33,38,41,*(45-47,48) 3.4 4/07-> (i)1-5,17,18,21,26,27 4/08-> (ii)15,19,22,23,28,34,39 35,36 3.5 4/22-> (i)9-13 odd, 28,29,31,41,43,44,60,*(47,48) 4/28-> (ii)53,54,59 3.6 4/28-> (i) 1-11 odd (ii)12,17,27,31 3.8 4/03-> (i) 7-10,13,15 4/07-> (ii) 12,27,29,33 TEAM POW 4/24-> (iii)45,46,48 Assignments and recommended problems IV 3.10 4/10-> (i)1-7, 21-25 odd,35,37,39 (ii)43,45,47-51 4/15-> (iii) 9-19 odd, 27,28 15.1 4/24-> p970,971-2 DO: (i)11-15,17 and (ii)25,26 IVA 4/08-> 1,4,5,8,10 IVB 4/10-> 1-3,10 IVD 4/15-> 1-11 odd IVE 4/17-> (i)1,2 4/17-> (ii) 5 (a,b), 7(a,b), 11(a,b) IVF 4/21-> 1-5 odd, 19,21,23 4.3 (esp. p274, 277) $5/06-> (i) 1,3,5,7,8,9 $5/06-> (ii) 29-35 odd 4/28-> (iii) 21,22, 24, 25, *(70,71) 4.4 4/22-> (i)17-23,35,36,40,41 4/24-> (ii)59-61,63,65,67 4.5 4/15-> (i)1-4, 7-15 odd, 19-21 5/01-> (ii) 16-18, 27-31 odd, 39-45 odd, 45,57 Assignments and recommended problems V 4.1 (esp p 260-1) 5/05-> 1-19 odd, 24-26, 29, 51,*( 40, 47, 48) 5.1 5/05-> (i) 1, 2, 5-13 odd, 19,33, 37, 48, *(31, 51) (ii)15, 17, 27, 28, 29, 39, 49, 50 5.2 $5/06-> (i) 70, 53, 56, 57, 58 (ii)1, 3, 5, 13, 17, 19, 31 (iii)6, 9, 14, 45, *(61, 62, 68) 5.3 1, 3, 5, 9, 21, 27, *(42, 46) 5.4 $5/06 3, 5-7, 11, 14, *23 5.5 1-3, 7, 11, *16 Review p. 338 3, 5, 9, 15, 21, 25, 30, 32 1.4 1, 3, 4, 11, 35, *33 3.9 3, 5, 9-11 Special Problem for 1/31: Suppose we are studying two variable quantities, x and y, which are paired as (x,y) and x is between 0 and 1. We made two measurements of these pairs producing (0,0) and (1,3). At first I think (naively) that the relation linear, y=3x and use this to estimate other values for y based on a choice of x between 0 and 1. Now my first partner did some further experimentation with the quantities and tells me that perhaps the relation between these variables would be better modelled using the quadratic, y=3x^2. Based on this second model what is the largest error I might have made in my estimates for y's using the linear model instead of this quadratic model for x's between 0 and 1? Oh no. Now my second partner has done even more experimentation with the quantities and tells me that perhaps the relation between these variables would be better modelled using the cubic, y=3x^3. Based on this cubic model what is the largest error I might have made in my estimates for y's using the linear model instead of this cubic model for x's between 0 and 1? more ... TBA :}

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Spring, 1997 COURSE INFORMATION M.FLASHMAN MATH 109 : CALCULUS I 8:00-8:50 A.M. MTThF NR 201 OFFICE: Library 48 PHONE:826-4950 Office Hours (Tent.): M- F 10:15-11:20 AND BY APPOINTMENT! E-MAIL:flashman@axe.humboldt.edu WWW: http://flashman.neocities.org/ ***PREREQUISITE: Math 115 or Math code 50 or permission.

- TEXTS:
*Calculus*3rd Edition by James Stewart. Excerpts from*Sensible Calculus*by M. Flashman as available from Professor Flashman.

**Recommended- Available from Professor Flashman:*How Children Fail*by John Holt and*How to Study Calculus*, by Joseph Mazur. - SCOPE: This course will deal with the theory and application of what is
often described as "differential and integral calculus." These are
contained primarily in Chapters 1 through 5 of Stewart. Supplementary
notes and text will be provided as appropriate.
- TESTS AND ASSIGNMENTS: There will be several tests in this course. There
will be an oral quiz on the chain rule, several reality check quizzes and
cooperative problem assignments, two self-scheduled midterm exams, and two
special "team" assignments which I will grade (numerically). Homework
assignments are made regularly and should be passed in on the due date.
Work is graded Acceptable/Unacceptable with problems to be redone. Redone
work should be returned for grading promptly.
- Exams will be announced at least one week in advance.
- THE FINAL EXAMINATION WILL BE SELF SCHEDULED.
- The final exam will be comprehensive, covering the entire semester.
- BECAUSE OF THE INTENSE NATURE OF THIS COURSE, MAKE-UP TESTS WILL NOT BE GIVEN EXCEPT FOR VERY SPECIAL CIRCUMSTANCES!
- It is the student's responsibility to request a makeup promptly.
*** DAILY ATTENDANCE SHOULD BE A HABIT! ***

- Writing Assignments: At the beginning of each Monday and Thursday class
you will submit a brief statement (at most four sentences) describing the
content from the two previous classes and any topics you would like to
discuss further either in class or individually. I will read these and
return them the next class.
- Team Activities: Every two weeks your team will be asked to
submit a summary of what we have covered in class. (No more than two sides
of a paper.) These may be organized in any way you find useful but should
not be a copy of your class notes. I will read and correct these before
returning them. Team participants will receive corrected photocopies. Your
summaries will be allowed as references at the final examination only.

On alternate weeks teams will submit a response to the "problem/activity of the week." These will be graded +, x (for OK), -, or unacceptable and will be used in determining the 140 points allocated for quizzes and cooperative assignments. - The Reading Assignment: Each student is expected to read at least 4 short
notes or articles from periodicals or world wide web sources on some
aspect of the calculus. Of these only one can be on history and/or
pedagogy.

A short report / synopsis of two of these readings and any reactions you have to them will collected on Friday, March 28th, and again on Friday, May 2nd. On Thursday and/or Friday, May 15th/16th, each student will be expected to make a 5-10 minute oral presentation based on one of these readings. You may propose an alternative to the oral presentation. - GRADES: Final grades will be determined taking into consideration the
quality of work done in the course as evidenced primarily from the
accumulation of points from tests and graded "team" assignments.
- Midterm exams will be worth 100 points each, the team assignments will be worth 50 points each, and the final exam will be worth 200 points.
- The work on the daily writing and summaries will be worth 40 points (based on quality of work and coverage).
- Your reading reports will be worth 20 points.
- The oral presentation will be graded on a honors(10 points)/credit(7 points)/no credit(0) basis.
- Homework performance will count for 70 points.
- Quizzes and cooperative problem assignments will be used to determine 140 points.
- The oral quiz on the chain rule will be graded on a credit(20 points)/no credit(0) basis.

## MORE THAN 3 ABSENCES MAY LOWER THE FINAL GRADE FOR POOR ATTENDANCE.

- ** See the course schedule for the dates related to the following:

-no drops will be allowed without "serious and compelling reasons" and a fee.

-no drops will be allowed.

- Students wishing to be graded with either CR or NC should make this request through the recording office.
- See the Spring course list for a full list of relevant days.
- Technology: The computer or a graphing calculator may be used for many
problems. For this purpose, X(PLORE) will be sufficient. Students wishing
help with any graphing calculator should plan to bring their calculator
manual with them to class.
- Graphing Calculators: Graphing calculators are welcome and highly
recommended. We will use the HP48G for some in-class work though most
graphing calculators will be able to do much of this work. HP48G's will be
available for students to borrow for the term by arrangement with the Math
department. Supplementary materials will be distributed if needed. If you
would like to purchase one or have one already, let me know. I will try to
help you with your own technology when possible during office hours, optional
"5th hour"s, or by appointment (not in class).
- Optional "5th hour"s: Many students find beginning calculus difficult because of weakness in their pre-calculus background skills and concept. A grade of C in Math 115 (Precalculus) might indicate this kind of weakness. Difficulties that might have been ignored or passed over in previous courses can be a major reason for why things don't make sense now. I will organize and support additional time with small (or larger) groups of students for whom some additional work on these background areas may improve their understanding of coursework. Later in the semester optional hours will be available to discuss routine problems from homework and reality check quizzes as well as using technology. These sessions should be especially useful for students having difficulty with the work and wishing to improve through a steady approach to mastering skills and concepts.

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