Math140 2006 Proposal - Winona State University

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Approved by University Studies Sub-committee 2/21/07. A2C2 action pending.
Applied Calculus
MATH 140-01
9:30-10:50 a.m., Gild 325
3 credits ~ Spring 2007
This course satisfies the University Studies Mathematics Basic Skills Requirement
Instructor: Nicole Williams
E-mail: [email protected]
Office: Gild 305
Office Phone: 457- 5380
Schedule:
Monday
Tuesday
Wednesday
Thursday
Friday
***
MTED 320
Gild 327
(until 9:20)
MTED 421
Gild 161
MTED 320
Gild 327
(until 9:20)
MTED 421
Gild 161
8:00-9:00
9:00-10:00
***
10:00-11:00
Office Hours
MATH 140/Gild
325
(9:30-10:50)
11:00-12:00
12:00-1:00
MTED 201
Gild 329
2:00-3:00
Office Hours
MATH 140/Gild
325
(9:30-10:50)
Office Hours
Office Hours
Office Hours
MTED 201
Gild 329
Office Hours
MTED 201
Gild 329
Office Hours
Office Hours
***
Office Hours
***
MTED 201
Gild 329
***
MTED 201
Gild 329
***
***
***
***
1:00-2:00
MTED 201
Gild 329
Office Hours
Text & Calculator
The text is Applied Calculus by Hughes-Hallett, Gleason, Lock, Flath, et al, 3rd edition.
We will cover several topics from the book but not all. A graphing calculator is required.
I will do demonstrations with a TI overhead.
Introduction
This class will require you to read the entire section before doing the homework. This
book is one of the most “readable” math books that I have encountered, so it is possible
to do. In order to pass this class you will have to do the homework assignments and
ask questions. Almost your entire quiz and test questions will be similar to homework
problems. I expect you to be in class. If you miss a class, you are responsible for the
material covered and anything else that was stated in class.
Quizzes
We will have 7 short in class quizzes. Each quiz will count as 10 points. The two lowest
quiz scores will be dropped. Quizzes will count toward 25% of your grade.
Exams
There will be 4 in-class exams and one comprehensive final exam. Exams will consist of
multiple-choice questions and/or short-answer. Your exams will count as 45% of your
final grade. Your final exam will count as 20% of your final grade. The final exam will
be on Wednesday, May 2 from 1:00-3:00 p.m.
Homework
Daily homework assignments will be collected periodically throughout the semester.
Since most of the quizzes and tests are based on homework, it is expected that all
homework will be completed. Your homework score will comprise 10% of your final
grade.
Material Covered
Chapter 1
Functions & Change (1.1-1.9, Focus on Theory, Limits))
Chapter 2
Rate of Change: The Derivative (2.1-2.5, Focus on Theory, Definition of the Derivative)
Chapter 3
Short-Cuts to Differentiation (3.1-3.4, Focus on Theory, Derivative formulas)
Chapter 4
Using the Derivative (4.1-4.5)
Chapter 5
Accumulated Change: The Definite Integral (5.1-5.5, Focus on Theory, Theorems)
Chapter 6
Using the Definite Integral (6.1-6.4, as time permits)
Chapter 7
Antiderivatives (7.1-7.4)
Additional topics may be added if time permits and due to time constraints certain
elective topics may be deleted.
For additional information about the basic skills learning outcomes for this course please
see below.
Final Grade
Homework
Quizzes (7 quizzes with two lowest scores dropped)
Class Exams (4 exams)
Final Exam
10%
25%
45%
20%
The grading scale will be 91% for an A, 81% for a B, 71% for a C, 61% for a D, and
below 61% will result in an F.
Your grades will be posted on D2L as soon as possible after you complete an assignment,
test, or quiz. I will e-mail you as soon as I post grades. It is good practice to keep updated
on your grade.
Here are my expectations for you as a student in my MATH 140 class:



I expect you to be in class everyday.
Complete all the homework every night, and overall…
Extremely enthusiastic about math.
Not everyone will meet my expectations but please try to the best of your ability.
BASIC SKILLS LEARNING OUTCOMES
This course can be used to satisfy the University Studies requirements for Basic Skills in
Mathematics. Each of these courses must address at least four of the following outcomes.
These courses must include requirements and learning activities that promote students’
abilities to...
a. use logical reasoning by studying mathematical patterns and relationships;
Studying instantaneous rate of change of certain physical phenomena or processes in this
course students learn the mathematical patterns and relationships about changes that happen
over the interval of time and with logical reasoning they argue how they can obtain the rate of
change at any given instant. Similarly knowing the instantaneous rate of change of a certain
physical phenomenon, i.e. the derivative of the function that modeled the phenomenon,
students use logical reasoning to find the total change over a period of time. With all
derivative and anti-derivative theorems and formulae, students use logical reasoning to
simplify and interpret the solutions in a meaningful way in terms of economics and finance.
b. use mathematical models to describe real-world phenomena and to solve real-world
problems - as well as understand the limitations of models in making predictions and
drawing conclusions;
Mathematical modeling and solving real-world problems is the primary emphasis of this
course. Students learn to find, for example, the price of the tickets which maximizes revenue,
how much sales needed to maximize the profit, how much money should be spending on
advertising to guarantee maximum sales, what is the time when the concentration of a drug in
the blood is maximum and what is the maximum concentration, how to minimize the energy
needed to perform a certain job with maximum efficiency, what is the radius of the trachea
when a person coughs with a maximum thrust, what should be the shape of a can to minimize
the cost of the material use, how to reach a ship in the least amount of time in the middle of
the ocean when it calls for help, etc., etc. -- the list is long and strong. All these problems use
the knowledge of many functions like linear functions, polynomial functions, exponential
functions, logarithm functions and some trig functions; and reasoning and understanding of
the problem, limitations of the models, drawing a recent diagram, introducing the variables
and notations, making predictions, knowing how to take derivatives and deriving conclusions.
Modeling and solving real-world problems are also included in this course via the process of
anti-derivative, where students are required to find area, average value of a certain value of a
certain function which modeled the changes in price, demand or cost, find consumers and
producers’ surplus, find present value or a future value of an estate or a deal in the process of
negotiation, finding population of a certain country knowing the relative birth rate, growth
rate and death rates etc. etc.
c. organize data, communicate the essential features of the data, and interpret the data in
a meaningful way;
Students need to organize data; learn to read, understand and interpret essential features of the
data in this course form the beginning to the end of the course in at least three different ways.
First one is from the tables, second one is from the formula of the functions modeling the
scenario and third from the graphs that presents the scenario. Without being able to organize,
communicate and interpret a data students will not survive in this course.
d. extract correct information from tables and common graphical displays, such as line
graphs, scatter plots, histograms, and frequency tables;
This course requires that students be allowed to use a graphing calculator. They use a
graphing calculator to extract correct information from tables and graphs. First they need to
understand the story, model with a function, then, use a calculator to analyze the function and
finally they extract the meaning information to make a prediction for the story. Students will
learn how to connect the mathematics of a function to its appearance.
e. express the relationships illustrated in graphical displays and tables clearly and
correctly in words; and/or
The required efficiency in language skill is extremely high in this course as all students will
have to write their answers, interpretations with units in grammatically correct sentences in
terms of finance and economics for all the problems they do whether the problems deal with
elementary functions, derivatives or anti-derivatives.
f. use appropriate technology to describe and solve quantitative problems.
Students use a graphing calculator at all times in this course for doing problems as described
above.
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