1)
James Stewart, Single Variable Calculus, Concepts and Contexts, 2e. Brooks/Cole
(2001).
2)
Barrow, Belmonte, et. al., CalcLabs with Maple for Stewart’s Single
Variable Calculus, Concepts and Contexts, 2e. Brooks/Cole (2001).
Calculator: You will be required to
have a programmable graphing calculator with you when you are in class and
taking most exams. See below for more
information.
Computer: You will be required to
do some assignments on a computer, using the computer algebra system, Maple. The Maple software is available
on computers in most of the URI computer labs. There is a small lab in Tyler 101 in which assistants are
available to help you with Maple assignments. See below for more information.
Check this space for course announcements
Final Exam Friday 5/13 Common 11:30 AM - 2:30
PM, BISC AUD Reminder: Exam 1 – Thursday Feb 17 Reminder: Exam 2 – Thursday Mar 31 Reminder: Exam 3 – Thursday May 5 |
Syllabus
and core exercises from the texts: Click here.
Evaluation
Methods and Your Grade: Three exams will be given outside of
regular class hours. These exams
are common for all sections of this course and are scheduled as indicated
below. If it is necessary to
change the time or location from what is listed below, an announcement will be
given in the section above for course announcements and also in class.
Exam
1: Thursday evening, Feb 17 at 6PM. All sections meet in CHAFEE
271.
Exam
2: Thursday evening, Mar 31 at 6PM. All sections meet in CHAFEE
271.
Exam
3: Thursday evening, May 5 at 6PM. All sections meet in CHAFEE
271.
For
all exams, Please use alternate seating so that no two students are sitting
right next to each other.
Final: There will be a common
final exam given during one of the Common Exam Slots in the final exam
period. The exact date time of the final will not be determined until late in
the semester.
Maple assignments: You are expected to do all of the core
maple exercises from the text, CalcLabs with Maple. Your instructor may assign problems
in addition to these and will let you know of his or her policy for handing in Maple
assignments and specifics on how he or she will compute the “Maple
assignments” portion of your grade. This will vary from section to section.
Homework
and quizzes: You are expected to do
all of the core pencil and paper exercises from the text, Concepts
and Contexts. Your instructor
may assign problems in addition to these and will let you know of his or her
policy for handing in homework and specifics on how he or she will compute the
“Homework and quizzes” portion of your grade. This will vary from section to
section.
Grade: Your grade will be based on the
following point system.
Evaluation
Method: |
Possible
points: |
3 Exams |
300 points |
Final exam |
200 points |
Maple assignments |
100 points |
Homework and quizzes |
100 points |
Total possible points |
700 points |
If you earn: |
Your grade will be at least: |
420 points |
D |
500 points |
C |
570 points |
B |
640 points |
A |
Students
with a disability (documented through Disability Services for Students, 330
Memorial Union) should see their instructor as soon as possible to work
out reasonable accommodations.
GOALS
OF THIS COURSE: This is the first in a series of three calculus courses for
students of engineering, mathematics, science and other areas of study that
require a strong mathematical background. In MTH 141 we shall explore the basic
ideas of calculus: functions, limits, derivatives and integrals, and their
applications to problems in physics, geometry, chemistry and biology. We will
approach ideas and problems from algebraic, graphical, numerical, and verbal
points of view. It is a
four-credit course with four classroom hours per week. The fourth hour is not optional and
should be considered an integral part of the course.
EXPECTATIONS
and PREREQUISITES: We expect that you have a
good grasp of pre-calculus. There will be a rapid review of pre-calculus
at the start of the semester but it is expected that this material is already
very familiar to you. We expect that you will devote at least 8 hours of
your time, per week, to this course in addition to class time. This is an
approximate figure of course, but don't assume that you can spend less time
than this, on average, and still get a grade you'll like. We expect that you know how to use your
programmable graphing calculator or if not, will seek instruction in its use
and learn the basics within the first two weeks of the course. See below for more information.
ADVICE: The key to success in this course is
putting time into it outside of class. It is very important that you do
all of the core exercises from both texts and make sure that you
are doing them correctly. Your
instructor can help you during his or her office hours and has a copy of the Complete
Solutions Manual, which should be used at his or her discretion.
Additional help with homework is available in the Academic Enhancement Center, fourth floor of
Roosevelt Hall.
SPECIAL
ADVICE FOR STUDENTS WHO HAVE HAD SOME PREVIOUS COURSE IN CALCULUS: The approach to
first semester calculus at URI, and the level of understanding and
problem-solving ability we expect, may be significantly different from
what you experienced elsewhere. You might also find that things seem
familiar for a time, but then get hard and new suddenly.
Beware. It is advised that you put the same effort into this course
that you would if you were taking it for the first time.
USE OF Maple: This course will introduce you to
the use of the computer algebra system Maple. You can think
of Maple as an extremely powerful programmable calculator that can do
algebra and calculus computations as well as a wide range of 2d and 3d
graphing. At first you will learn to use Maple to do things you
could, in principle, do by hand, but later in the course, and in subsequent
semesters, you will use it and your understanding of calculus to solve problems
that would be very tedious or difficult to do with just pencil and paper. Maple is available on most
campus computers. You can also buy a student version for use on your own
computer, but this is definitely not required. Click here to find a guide that
will help you get started with Maple.
OTHER TECHNOLOGY IN CALCULUS: We expect
that you have a programmable graphing calculator and are familiar with its
use. The Quick Start guide that comes with your calculator should
suffice for learning its basic use.
For further help, consult with your instructor and/or ask your
classmates for guidance. Calculator use may be restricted on some exams since
more advanced calculators, like the TI-89 can do some of the calculus
computations that we expect you to learn to do with just pencil and paper. You may be asked during the semester to
enter some programs into your calculator.
The University of Arizona has some sample programs that you may use for
this purpose for most of the different brands and models of calculators. University of Arizona’s
guide to programs for programmable graphing calculators.
Your text comes
with a CD-ROM that has a variety of items you might find helpful. The
most important of these is connected to the problems in the text, which are
numbered with red numerals on a beige background. For these problems, you
will find a sequence of hints on the CD-ROM, which you can use to assist
you.
You will
find some very useful interactive programs to illustrate key calculus
concepts at this site: Flash
movies for calculus
THE
ACADEMIC ENHANCEMENT CENTER: The work in this course can be difficult.
You can seek help at the Academic Enhancement Center (AEC) in Roosevelt
Hall. AEC tutors can answer questions, clarify concepts, check your
understanding, and help you to study. You can make an appointment or walk in
anytime Monday through Thursday 10 AM to 10 PM, Fri 10 AM to 1 PM and Sunday 4
PM - 8 PM. For a complete schedule go to www.uri.edu/aec, call (401) 874-2367,
or stop by the fourth floor in Roosevelt Hall.
URI Civility Policy
The University of
Rhode Island is committed to developing and actively protecting a class
environment in which respect must be shown to everyone in order to facilitate
the expression, testing, understanding, and creation of a variety of ideas and
opinions. Rude, sarcastic, obscene or disrespectful speech and disruptive
behavior have a negative impact on everyone's learning and are unacceptable.
The course instructor will have disruptive persons removed from the
class.