Heartland Community College
Division Name:
STEM & Business
Course Prefix and Number:
MATH 151
Course Title:
Calculus for Business & Social Science
DATE PREPARED: August, 1995
DATE REVISED: Dec, 2012
PCS/CIP CODE: 1.1-270301
IAI NO. (if available): M1 900-B
EFFECTIVE DATE OF FIRST CLASS:
CREDIT HOURS:
CONTACT HOURS: 4
LECTURE HOURS: 4
September 9, 2013
LABORATORY HOURS: 0
CATALOG DESCRIPTION (Include specific prerequisites):
Prerequisite: Completion of Math 106 or assessment. Note, a graphing calculator is required
for this course (instruction will be based on a TI-83+).
This calculus course is designed specifically for students in business and the social sciences
and does not count toward a major or minor in mathematics. It emphasizes applications of the
basic concepts of calculus rather than proofs. Topics include limits; techniques of
differentiation applied to polynomial, rational, exponential, and logarithmic functions; partial
derivatives and applications; maxima and minima of functions; and elementary techniques of
integration including substitution, integration by parts and multivariate integration. Business
and social science applications are stressed throughout the course.
TEXTBOOKS:
Barnett, Byleen, Ziegler (2011). Calculus for Business, Econ, Life Science, and Social
Sciences, 12th edition, Upper Saddle River, NJ: Prentice Hall
RELATIONSHIP TO ACADEMIC DEVELOPMENT PROGRAMS AND
TRANSFERABILITY:
MATH 151 fulfills 4 of the 3 (A.A.) or 6 (A.S.) semester hours of credit in Mathematics required
for the A.A. or A.S. degree. This course should transfer as part of the General Education Core
Curriculum described in the Illinois Articulation Initiative to other Illinois colleges and
universities participating in the IAI. However, students should consult an academic advisor for
transfer information regarding particular institutions. Refer to the IAI web page for information
as well at www.itransfer.org.
1
LEARNING OUTCOMES:
Course Outcomes
HCC General Education Outcomes
Interpret graphs of functions.
Recognize, graph, and formulate linear,
exponential, power, logarithmic, and
polynomial functions.
Perform basic operations (addition,
subtraction, multiplication, division) on
functions and express a function as a
composition of two functions.
Use the interest formulas for compound
and continuously compounded interest.
Define average rate of change. Know
the relationship between average rate of
change and the slope of the secant line.
Define derivative. Know the
relationship between the derivative to
the instantaneous rate of change and the
slope of the tangent line.
Understand the concept of tangent line
and find the equation of the tangent line
to a function at a particular point for
some given information.
Use basic rules of differentiation,
including the chain rule, to find
derivatives.
Find higher order derivatives and
interpret the meaning of the derivative
for applications.
Use derivatives to determine intervals
for which a function is
increasing/decreasing, concave up or
concave down, local maxima and
minima, points of inflection and sketch
the graph of a function.
Use Riemann sums to estimate the total
change in a quantity and estimate
definite integrals.
Use the Fundamental Theorem of
Calculus to determine the value of a
function at a particular input-value.
Understand the relationship between the
definite integral and area.
Interpret the meaning of the definite
Throughout the semester, students will
achieve the following Gen Ed outcomes.
A specific course outcome may correlate
to one or more of the following Gen Ed
outcomes:
CT 1: Students gather knowledge, apply
it to a new situation, and draw
reasonable conclusions in ways that
demonstrate comprehension. Students
inquire into an unfamiliar situation given
a strategy or concept.
CT 2: Students determine value of
multiple sources or strategies and select
those most appropriate in a given
context. Students compare various
perspectives, strategies or concepts and
respond using the most appropriate
alternative.
CO 1: Students create a message using
various structures, claims, support,
credibility, etc., depending upon their
topic, purpose, and audience.
CO 2: Students effectively deliver a
message via various channels/modalities.
DI 1: Students are receptive to beliefs
and values that differ from their own.
DI 3: Students reflect upon the
formation of their own perspectives,
beliefs, opinions, attitudes, ideals and
values.
PS 1: Students can solve problems
2
Range of
Assessment
Methods
Throughout
the semester,
the following
assessment
methods will
be used to
measure the
course and
Gen Ed
learning
outcomes:
MyLabsPlus
Homework;
Group
Learning,
Unit Exams*
integral for applications.
Use the Fundamental Theorem of
Calculus to determine the value of a
function at a particular input value.
Evaluate and interpret multivariable
functions.
Interpret and determine partial
derivatives.
Determine the extrema of a
multivariable function.
Use Lagrange Multipliers to determine
the maxima and minima of a
multivariable function subject to a given
constraint.
Use properties of double integrals.
Evaluate a double integral as an iterated
integral.
Apply calculus ideas to solve practical
problems such as maximizing profits,
minimizing costs, determining
marginal cost and revenue,
determining consumer and producer’s
surplus, determining the present and
future values of an income stream, etc.
based on examples and frameworks
provided by instructor. Student can only
solve problems that they are shown first.
Student sees answers as only being right
or wrong. Student is highly dependent on
the instructor.
PS 2: Students identify the type of
problem and use a framework to solve
the problem. Students can solve
problems different from those shown.
Students recognize where the process
broke down when incorrect answers
result.
PS 3: Students identify the type of
problem and, from multiple problem
solving methods, chooses the best
method and solves the problem.
Students try to apply multiple strategies
to solve problems. Students show ability
to solve problems which have not been
previously demonstrated by the
instructor. Students are not as dependent
on instructor.
PS 4: Students analyze the situation,
explore different outcomes from multiple
frameworks, apply the appropriate
solution, analyze the results, and refine
the solution. Students see problem
solving as a process and are not satisfied
with the first answer to a problem –
review answers for validity. Students
transfer problem solving ability across
the disciplines.
3
COURSE/LAB OUTLINE:
1.
2.
3.
4.
5.
6.
7.
8.
Functions and their graphs
The Derivative
Techniques of differentiation
Applications and Interpretations of the Derivative
The Definite Integral
Curve Sketching
Applications and interpretations of the definite integral
Multivariable Calculus
METHOD OF EVALUATION (Tests/Exams, Grading System):
Instructors may determine the most appropriate methods of evaluation for their course. These
methods of evaluation might include but are not limited to unit test(s), quiz(zes), homework,
project(s), and a comprehensive final exam.*
GRADING SCALE:
90  S.P.  100  A
80  S.P.  90  B
70  S.P.  80  C
60  S.P.  70  D
00  S.P.  60  F
REQUIRED WRITING AND READING:
Students are expected to read the material in the textbook for each section studied which is
approximately 650 pages for the semester. Required writing will be part of most activities.
Students are expected to explain solution processes, describe solutions analytically/graphically,
and interpret the answer in the context of the problem. Instructors may incorporate writing
assignments as part of the course grade, in keeping with learning outcomes. Other reading
assignments may be assigned, possibly in conjunction with writing assignments.
4
General Information for Students
Testing Services (located in Student Commons Building 2001)
Testing Services provides a secure testing environment for students who are enrolled in online,
hybrid, and other distance learning courses; have a documented disability; or need to take a
make-up exam. Testing accommodations for students having documented disabilities must be
arranged by the student through Disability Support Services. Testing Services will only
administer exams at the request of the instructor. For more information, please call (309) 2688050.
Counseling Services
Counseling Services provides confidential and professional counseling for both emergency and
personal issues. Services also include referrals to local community resources and support for
students on academic probation. For more information, please call (309) 268-8318.
Services in Academic Support Center (Raab Road campus)
Library
The Library provides fast and free access to credible information from a full range of resources
including books, online journals, videos, newspapers, online music, class reserves, and
interlibrary loan. Individualize research by appointment or come in anytime. See the Library tab
in myHeartland, email library@heartland.edu or call (309) 268-8292 for details.
Tutoring Services
Tutoring Services provides tutoring in various forms at no cost to Heartland students in Normal,
Pontiac, and Lincoln. Tutors are available at convenient times throughout the week. Study
groups are also available by request. For more information about services available at each
location, please call (309) 268-8231 (Normal), (815) 842-6777 (Pontiac), or (217) 735-1731
(Lincoln).
Disability Support Services
Disability Support Services (DSS) ensures that students with disabilities have equal access to the
college’s programs, services and activities through the provision of reasonable accommodations
as mandated in Section 504 of the Rehabilitation Act and the Americans with Disabilities Act.
DSS offers a wide range of services to support students with disabilities, including: assistive
technology, document conversion services, personnel, classroom and testing accommodations.
Students with a documented disability who wish to discuss academic accommodations should
call (309) 268-8259 for details.
Open Computing Lab
The Open Computing Lab provides free computing for HCC students at convenient times
5
throughout the week. The computer lab is staffed by trained Lab Assistants and offers the use of
approximately 70 computers, a scanner, a laser printer, and an electric typewriter.
Writing Lab
The Writing Lab provides guidance for writers on assignment comprehension, critical thinking
and the stages of the writing process. The Writing Lab is staffed by English faculty and Tutors
with years of experience working with students on writing. In every session, supportive staff
work with writers to explore and develop their own ideas as appropriate to the needs of their
readers and to learn the rhetorical strategies necessary for effective communication. For more
information, please call (309) 268-8231.
Services in Community Commons Building, first floor (Raab Road
campus)
Academic Advising
Academic advisors help students develop a plan of study, review degree/program requirements,
discuss transferability of courses, and provide career exploration support. For more information,
please call (309) 268-8033. Academic Advising services are also available at the Lincoln and
Pontiac sites.
Career Services
Career Services assist students to determine career goals, develop employability and job search
skills and connect with potential employers in preparation for employment and career
transitions. Through the Online Career Center at www.collegecentral.com/heartland students
can learn about area employment opportunities, prepare and post resumes and find a host of free
career-related resources. The job shadow and internship programs offer access to relevant workbased learning opportunities that enhance academic experiences and support students in their
career pursuits. For more information, please call (309) 268-8034 or email
Career.Services@heartland.edu.
Financial Aid Office
The Financial Aid Office provides information on programs and types of financial aid available
to students. For more information, please call (309) 268-8020.
Transcripts (Located in Student Commons Building 1000)
Official and unofficial transcripts may be obtained in the Student Records Office. Transcripts
may also be obtained at Heartland’s Lincoln and Pontiac sites. Official transcripts must be
requested in writing. The form is available online
(http://www.heartland.edu/transcripts/index.jsp) or in the Student Records Office. Unofficial
transcripts are available to print online through IRIS.
6
Academic Integrity and Plagiarism
Academic Integrity
Academic integrity is a fundamental principle of collegial life at Heartland Community College
and is essential to the credibility of the College’s educational programs. Moreover, because
grading may be competitive, students who misrepresent their academic work violate the right of
their fellow students. The College, therefore, views any act of academic dishonest as a serious
offense requiring disciplinary measures, including course failure, suspension, and even expulsion
from the College. In addition, an act of academic dishonesty may have unforeseen effects far
beyond any officially imposed penalties.
Violations of academic integrity include, but are not limited to cheating, aiding or suborning
cheating or other acts of academic dishonesty, plagiarism, misrepresentation of data, falsification
of academic records or documents and unauthorized access to computerized academic or
administrative records or systems. Definitions of these violations may be found in the college
catalog.
Plagiarism
Plagiarism is the presenting of others’ ideas as if they were your own. When you write a paper,
create a project, do a presentation or create anything original, it is assumed that all the work,
except for that which is attributed to another author or creator, is your own. Plagiarism is
considered a serious academic offense and may take the following forms:
 Copying word-for-word from another source and not giving that source credit.
 Paraphrasing the work of another and not giving that source credit.
 Adopting a particularly apt phrase as your own.
 Using an image or a copy of an image without crediting its source.
 Paraphrasing someone else’s line of thinking in the development of a topic as if it
were your own.
 Using another person’s project or another person’s work as if it were your own.
[Adapted from the Modem Language Association’s MLA Handbook for Writers of Research
Papers. 7th ed. New York: MLA, 2009:51-61]
Note that word-for-word copying is not the only form of plagiarism. The penalties for plagiarism
may be severe, ranging from failure on the particular piece of work, failure in the course or
expulsion from school in extreme cases.
Many plagiarism problems can be remedied by citing the sources of the original work.
When in doubt, cite the source according to the style your instructor directs. Usually this is APA
or MLA Style. Don’t be daunted by citing sources which are not books. You can cite
everything, including pamphlets, maps, cereal boxes, telephone conversations, movies, television
shows, Internet and world-wide web sites.
7
Philosophy of Grades
The Heartland Community College grading philosophy grows out of our vision of
educational excellence. This common philosophy provides a framework for each
academic division and instructor as they establish their own individual course grading
system, evaluation methods, and course policies using the shared general rubrics for letter
grades given below.
Letter grades serve as a vehicle to promote meaningful evaluation of student
achievement, to inform students of academic progress, and, as necessary, to improve
student performance, habits, and practices. Using a letter grade as a prerequisite for
subsequent courses means we believe that the grade was assigned through a conscious
judgment about a student’s readiness to proceed to more advanced study.
At Heartland, students’ academic achievement is measured by their mastery of course
objectives and content. We challenge students to meet these recognized standards of
achievement and we assign grades based on their success in doing so. Simply stated, we
believe that the responsibility for academic achievement rests with the student and that
holding students responsible for their learning promotes their academic growth.
Letter Grade Rubrics
“A” This grade represents consistently outstanding performance that demonstrates
superior understanding and skillful use of important course concepts. Performance at this
level signifies that the student is extremely well prepared to continue with more advanced
study of the subject.
“B” This grade represents performance significantly beyond the level necessary to
achieve the course objectives. Work is of high quality but not consistently at an
outstanding level. Performance at this level signifies that the student is well prepared to
continue with more advanced study of the subject.
“C” This grade represents an acceptable achievement of the course objectives.
Performance at this level signifies that the student is reasonably well prepared to continue
with more advanced study of the subject.
“D” This grade represents less than adequate performance. It signifies questionable
readiness to proceed with more advanced study of the subject.
“F” This grade reflects unacceptable performance. The student is not yet ready to
proceed with more advanced study of the subject, and must repeat the course successfully
to receive credit.
8
Midterm Grade Guidelines
The Illinois Community College Board (ICCB) requires that all schools report attendance at midterm in
order to meet federal Financial Aid obligations. These requirements should be considered integral to
Heartland Community College’s Mission in general, and positively correlated to student success in
specific.
Given then, the importance that the midterm grade plays in a student’s financial aid future:
HCC requires the following procedures be completed for reporting requirements:
1) All Instructors include their individual Withdrawal Policy in their student syllabus, reviewing it
when feasible, at the beginning of the semester.
Instructor policies must be clearly defined and explained with specificity.
2) All Instructors adhere to their stated Policy and withdraw all offending students
3) All Instructors must record the last date of attendance for all withdrawn students
However, according to ICCB, “A student is ‘in attendance at midterm’ in a course” only “if the student is
currently enrolled in and actively pursuing completion of the course.” Furthermore, such a determination
“must rely on the course section’s instructor’s assessment of the students’ pursuit of successful
completion at the midpoint of the class.”
As such, HCC considers the following guidelines for the definition of “actively pursuing... successful
completion” upon which faculty should base their ICCB certification signature (i.e. the midterm grade):*
1) Students Grade:
 Earning a successful grade (60% or higher, OR student’s individual plan for
improvement)
2) Student Attendance:
 Missing less than an Instructor specified number of class periods (Missed fewer than
half group activities)
3) Student Assignment Completion:
 Completing Instructor specified number of assignments & activities (completed all unit
tests OR student’s individual plan for completion.)
4) Student Engagement (including, but not limited to):
 Actively participating in course
 Regularly logging into the Course Management System
 Maintaining contact with Instructor
*Faculty members (Kathryn Gillespie) are at liberty to use and modify any combination of the
above guidelines when developing the policy they will include on their syllabus.
9
Credit Hours: 4
Days and times the course meets:
Monday, Wednesday
Room 1101 ICB
6:00 – 8:30 PM
Sep 9 – Dec 9, 2013
Instructor Information:
Kathryn Gillespie
Cell (309) 310-4639 (Please do NOT leave phone messages at HCC!)
Kathryn.Gillespie@heartland.edu
Office Hours
Before class, after class,or by appointment
WEBSITE for homework:
heartland.mylabsplus.com
Recommended Materials:
Grid paper
Straight edge
Textbook (hardcover or eBook)
TI-83, 83+, 84+ or equivalent
Methods of Instruction:
The course will be taught using a combination of traditional lecture, class discussion,
and group problem-solving. There is strong use of graphing calculators and student
inquiry.
Student will earn points for successful completion of:
11*
Group Problem Solving Activities
@ 20 =
(One absence from Group does not impair grade)
200
5
Homework Problem Sets (ONLINE)
@ 30 =
150
5
Tests
@100 =
500
1
Comprehensive Final Exam
@ 200 =
200
The total number of points will be approximately 1050
10
Grading scale:
A
B
C
D
F
89.5% +
79.5 – 89.4
69.5 – 79.4
59.5 – 69.4
0 – 59.4
Homework
Assigned problems are not optional. It is expected that every student who wants to
succeed in class attempts every homework problem. Do not assume that there will be
ample time to “go over” every homework problem in class. Some problems will require
the student to read and review section examples independently. Homework is my
purposeful way of communicating to each student that independent work done
outside of class is essential to success in this course. All homework is done
online. Late Homework is NOT ACCEPTED and will not be scored.
Group Problem Solving
This instructor believes that understanding mathematics and communicating
mathematics are symbiotic. There will be six formal group activities during the
semester. Groups will be assigned by the instructor and will change as the semester
progresses. Worksheets have been designed to guide group work. The grade is
somewhat subjective, as the goal is to assess the process more than the product.
Because the goal of this assessment component is to optimize communication in a
guided setting, you will not earn credit for group problem solving if you are absent
on the day it occurs!!!
As you work, the instructor will be assisting all groups and applying this rubric to
individuals:
Communication
Do you express what you know and what you don’t know?
Are you actively listening to others?
Are you writing down ideas that are useful to you and others?
Collaboration
Do you work toward a common goal with others in the group?
Do you contribute ideas, questions, strategies?
Tests
All tests will be administered on the date prescribed in this syllabus. They will cover
specific material from lecture, problem sets, and text reading. In the event that you
must be absent from a test, advance notice to the instructor is MANDATORY. If you do
not notify the instructor IN ADVANCE when you will be absent from a test, make-up
11
privilege will NOT be extended and your grade will be ZERO!!!
Final Exam
The final exam is comprehensive. It is NOT customary for students to take the final
exam in this class earlier than the college schedule. If you must re-schedule your
final exam, ADVANCE approval is MANDATORY.
***IF YOU EXPECT THE INSTRUCTOR TO MAKE ANY EXCEPTIONS TO THESE
GRADING POLICIES, PLEASE BE PREPARED TO PROVIDE LEGAL
DOCUMENTATION WITH YOUR REQUEST.
Student Conduct
Students are expected to conduct themselves in a courteous and responsible manner at
all times. Please do not bring food/drink into the classroom.
*****Turn off cell phones during class. *****
Do not talk to others while the instructor is talking to the class. Consult the Student
Handbook for clarification.
Testing Center: SCB 2001A
(309) 268- 8050
Tutoring, Library
(309) 268-8231
12
Learning Targets
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Describe a linear relationship in words, formula, table, graph. (1.1, 1.2)
Perform a linear regression and create a linear model to describe real data. (1.3)
Analyze a supply-and-demand scenario. (1.2)
Analyze a cost, revenue and profit scenario. (1.2)
Identify the zeroes and vertex of a quadratic function. (2.3)
Maximize revenue and profit using quadratic functions. (2.3)
Perform quadratic regression and create a quadratic model to describe real data (2.3)
Recognize an exponential function. (2.5)
Analyze exponential functions from formula, table, graph and words. (2.5)
Model growth and decay using exponential functions. (2.5)
Perform exponential regression. (2.5)
Solve exponential equations. (2.5)
Compute periodic/continuous compound interest. (4.1)
Solve doubling time/half-life problems. (2.6)
*Note: 2.1, 2.2, and 2.4 are taught in context with Chapter 3.
-----------------TEST 1---------------Find average rate of change from table, graph, formula.
Approximate instantaneous rate of change from table, graph, formula.
Interpret the derivate in context. (3.4)
Use the definition of derivative (4-step method) to find the derivative function. (3.4)
Use basic rules to find derivative functions. (Through power rule) (3.5)
Conduct marginal analysis (3.7)
*Note: 3.1, 3.2, and 3.3 are taught in context of sections 3.4 and 3.5
-----------------TEST 2---------------Use basic rules to find derivative functions (Product, Quotient, Chain, a^x, ln) (4.2, 4.3, 4.4)
Analyze elasticity of demand. (4.7)
-----------------TEST 3---------------Analyze the features of the graph of f(x) using f’(x) and f”(x). (5.4)
Use f’(x) to analyze slope and extrema. (5.1, 5.5)
Use f”(x) to analyze concavity and points of inflection. (5.2)
Solve optimization problems. (5.6)
-----------------TEST 4---------------Approximate integrals from table, graph and formula using Riemann sums. (6.4)
Use the Fundamental Theorem of Calculus to evaluate definite integrals. (6.1, 6.2, 6.5)
Interpret the definite integral in context. (6.4)
Calculate the area between two curves. (7.1)
Solve probability problems. (7.2)
Solve income stream problems. (7.2)
Solve problems related to consumer and producer surplus (7.2)
Evaluate multi-variate functions. (8.1)
Find partial derivatives and interpret them in context. (8.2)
Optimize multivariable functions (8.3, 8.4)
-----------------TEST 5--------------------------------Cumulative Final Exam----------------
13
Monday
Sep 9
Targets 1-4
Group: Linear Relationships
Sep 16
Targets 8,9,13
Sep 23
Targets 12, 14
Group: Half-life and Doubling Time
Sep 30
Targets 15-16
Group: Tangent Lines
Oct 7
Targets 17-20
Group: Rule Review
Oct 14
Target 21
Oct 21
Target 21
Group: Rule Review
Oct 28
Target 23
Group: Graph Sketching
Nov 4
Test 4
Homework 4 Due at Midnight
Nov 11
Targets 28, 29
The F.T.C.
Definite integral in context.
Nov 18
Targets 31, 32
Nov 25
Target 34, 35, 36
Group: Multivariate functions
Dec 2
Test 5
Homework 5 Due at Midnight
Dec 9
Final Exam
Wednesday
Sep 11
Targets 5-7
Group: Exploring Revenue
Sep 18
Targets 10,11
Sep 25
Test 1
Homework 1 Due at Midnight
Oct 2
Targets 18,19
Oct 9
Test 2
Homework 2 Due at Midnight
Oct 16
Target 21, 22
Oct 23
Test 3
Homework 3 Due at Midnight
Oct 30
Targets 24-25
No v 6
Target 27
Group: Riemann Sums
Nov 13
Targets 29 & 30 Area and Average Value
Nov 20
Targets 33
Group: Problem Solving with Integrals
Nov 27
No Class---Thanksgiving Break
Dec 4
Semester Review
Syllabi disclaimer
Information in this document is believed to be valid
at the time of duplication. Changes will be
distributed IN WRITTEN FORM during regularly
scheduled class.
14
STUDENT INFORMATION
Math 151-03 Fall 2013
Supply only the information you want the instructor to know!
The instructor does not share any identifying information with others.
Name
___________________________________________________
Address
___________________________________________________
Phone
____________________
Email
___________________________________________________
________________________
How many credit hours are you attempting this semester?
________
Place of employment
________________________________________
Hours/week employed
__________
Previous Math Classes:
Name of Course
When/Where?
Grade Earned
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
What calculator will you be using this semester?
Anything else you want the instructor to know?
15
_________________