I. ASCRC General Education Form (revised 3/19/14)
Use to propose new general education courses (except writing courses), to change or
renew existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms X III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
group
* Require a Symbolic Systems Request Form.
designation)
Dept/Program Mathematical Sciences
Course #
M 162
Course Title
Prerequisite
Applied Calculus
ALEKS placement >= 5 or one of M Credits
121, 122 or 151.
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
4
Date
Instructor
Eric Chesebro
Phone / Email X2687; eric.chesebro@mso.umt.edu
Program Chair Leonid Kalachev
Dean
III. Type of request
New
One-time Only
Renew X
Change
Remove
Reason for Gen Ed inclusion, change or deletion
N/A
Description of change
N/A
IV. Description and purpose of the general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
Offered autumn and spring. Prereq., ALEKS placement >= 5 or one of M 121, 122 or
151. Introductory course surveying the principal ideas of differential and integral
calculus with emphasis on applications and computer software. Mathematical modeling
in discrete and continuous settings. Intended primarily for students who do not plan to
take higher calculus.
Purpose: To learn how to apply calculus as a tool for solving applied problems, such as
describing change using calculus techniques
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. rigorously present a mapping between a real- Calculus presents the tools for analyzing
world system and a human abstraction of the
mathematical models of real-world
system.
phenomena involving change.
2. applies analysis, reasoning and creative
This course utilizes tools within the language
thinking in the understanding and manipulation of mathematics (like differentiation and
of symbolic codes.
integration) to analyze models involving
change and to use them to make predictions.
3. utilizes alternative methods of
This course emphasizes the connection
communication, perception, and expression in
between graphical and analytical
order to encourage rigorous thinking.
representation of functions, derivatives and
integrals.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. demonstrate an understanding of the symbols This course emphasizes the translation of
and the transformations of the system.
real world problems into the language of
mathematics. See esp. Learning Outcome 1
on the syllabus below.
2. relay and interpret information in terms of the A major goal for this course is to convey the
given symbolic system.
“meaning” of the derivative and the integral
in terms of real world problems. This
should enable students to use calculus as a
tool for solving applied problems. See esp.
Learning Outcomes 1, 2 and 3 on the
syllabus below.
3. apply creative thinking using the symbolic
Creative and flexible thinking are crucial to
system in order to solve problems and
solve applied problems with calculus and to
communicate ideas.
model real world phenomena with
differential equations. We try to emphasize
problem solving strategies, rather than
recipe to encourage creative thinking,
conceptual understanding, and the use of
mathematical symbols and concepts as a
flexible problem solving tool. See esp.
Learning Outcomes 1 and 4 on the syllabus
below.
VII. Assessment: How are the learning goals above measured? Please list at least one
assignment, activity or test question for each goal.
1. Learning outcomes are assessed by embedded questions on the final exam. Specific
questions are written to assess different learning outcomes and the assessment report is written
based on student performance on these questions.
2. See 1.
3. See 1.
VIII. Justification: Normally, general education courses will not carry pre-requisites, will
carry at least 3 credits, and will be numbered at the 100-200 level. If the course has more than
one pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
N/A
IX. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe learning outcomes related to the above criteria and learning goals.
Applied Calculus M162.00 – 74672 – Fall 2014
MWF in NULH 101 12:10P-1P
Instructor information
Instructor: Eric Chesebro
Office: 214 Mathematical Sciences
Email: eric.chesebro@mso.umt.edu
Phone: x2687
Office hours: TBA
Teaching Assistants
Dennis Moritz
Office: Corbin 354
Email: dennis.moritz@umontana.edu
Phone: x4483
Office hours: TBA
Trevor Shumaker
Office: Corbin 354
Email: trevor.shumaker@umontana.edu
Phone: x4483
Office hours: TBA
Course overview:
Calculus is the mathematics of changing quantities. It provides a sophisticated tool
for understanding our changing world. With an emphasis on applications, this course
studies the relationship between a function and its rate of change and introduces
derivative and integral calculus.
Learning Goals: This class will emphasize the following skills:
1. Problem solving, especially working on problems which you have not already been
shown how to solve.
2. Slow and clear rational thinking.
3. Effective mathematical writing, both for communication and as a litmus test for your
own understanding.
Learning Outcomes: Upon completion of this course, a student will be able to:
1. Apply calculus as a tool for solving applied problems, such as describing change using
calculus techniques;
2. Use the basic techniques of differentiation and demonstrate understanding of the
meaning of derivative;
3. Use the basic techniques of integration and demonstrate understanding of the
meaning of indefinite and definite integral;
4. Apply basic elementary modeling in terms of differential and/or difference equations;
5. Demonstrate familiarity with some mathematical software as a tool for applying
calculus.
Textbook:
Calculus with Applications, Hughes-Hallett et. al. (There is a custom University of Montana
textbook available at the UM bookstore.)
Tests:
We will have three 50 minute midterm exams during the semester. They will be on Friday
Sept. 26, Friday Oct. 24, and Friday Nov. 21. You will also have a 2 hour final exam which
will be given according to the Registrar's schedule. It is your responsibility to take these exams
at the scheduled time. All of these tests are closed book exams, however you will be permitted
to bring a pre-prepared 4” x 6” note card with handwritten notes on both sides.
Homework:
Weekly homework assignments will be posted on Moodle. Homework will be collected at
the beginning of class at your section meeting. Late homeworks will not be accepted unless
you have a convincing reason for its lateness. You are allowed to work together on homework,
but keep in mind that on the exams you will be alone. Be sure that, by the time you hand in
your assignment, you are able to do the problems without help. Your finished assignments
should always be written neatly and in your own words.
In each assignment I will assign both PRACTICE and WRITING problems. The
homework grader will look to see if you’ve done the PRACTICE problems, but will not mark
them as correct or incorrect. If you do all the PRACTICE problems you will receive full
credit on them regardless of whether or not you do them correctly. The grader will choose
problems from the WRITING problems to grade carefully. The grader will assess the
completeness and clarity of the justification for your answer as well as its correctness. The goal
here is to be writing excellent solutions to these problems. You should use this website about
Mathematical Writing from the University of Michigan as a guide for what is expected. As
outlined on the U. Michigan site, for a WRITING problem to receive full credit, it must
1.
2.
3.
Begin with a restatement of the question as you understand it
Include computations with explanations
End with a clear, concise conclusion
The time you spend struggling with homework problems is most likely the most important
time you will spend on this course. Please take it seriously and be generous with the time and
energy that you put into it.
Grading:
The point distribution for the final course grades will be: 20% homework, 55% midterm
exams, and 25% final exam. Your lowest midterm exam score will be weighted to be half the
value of your other two scores. Letter grades will be assigned as follows:
F
0-54
D5557
D
5861
D+
6264
C6569
C
7074
C+
7579
B8082
B
8386
B+
8789
A9092
A
93100
Course guidelines and policies:
Politeness
You are expected to be polite to me and your classmates. This includes coming to class on
time, acting interested in engaged, and not using electronic devices and computers for social
reasons during class.
Calculators
Electronic devices (eg. Calculators) will NOT be permitted or necessary for any tests. You
should feel free to use them on your homework.
University Dates and Deadlines
You should be aware of the Important dates and deadlines for Fall 2014 posted by the
Registrar’s office.
Academic Honesty
I take academic honesty very seriously and I will act on any transgressions that I notice.
Misconduct is subject to an academic penalty in this course and/or a disciplinary sanction by
the university. We all know that a record of academic misconduct is a very bad thing to have
documented in your academic history.
Student Conduct Code
All students should be familiar with the Student Conduct Code.
Disability modifications
The University of Montana assures equal access to instruction through collaboration
between students with disabilities, instructors, and Disability Services for Students. If you think
you may have a disability adversely affecting your academic performance, and you have not
already registered with Disability Services, please contact Disability Services in Lommasson
Center 154 or call 406.243.2243. I will work with you and Disability Services to provide an
appropriate modification.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.