College Algebra, A Graphing Approach, 3rd ed. Larson, Hostetler,
Edwards. Copyright 2001, Houghton Mifflin Company. (Required)
Prerequisite:
The prerequisite is successful completion of Math 098, Intermediate Algebra
or sufficient score on a placement exam.
Course Description:
Mathematics 116, College Algebra, is a concentrated study of the topics
traditionally found in College Algebra. The topics include a quick and intense
review of the topics from Intermediate Algebra, including algebraic expressions,
polynomials, equations, problem solving, complex numbers, and graphing. Major
topics include functions, exponential and logarithmic functions, matrices,
polynomial equations, inequalities, introduction to analytic geometry, conic
sections, systems of equations, mathematical induction, and the binomial expansion
theorem.
- Applicable toward graduation where program structure permits.
- Certificate or degree: All certificates, A.A.S., A.L.S., A.A, A.S.
- Group requirement: Mathematics
- Area of Concentration: Not applicable.
Illinois Articulation Initiative (IAI)
The mathematics component of general education focuses on quantitative reasoning
to provide a base for developing a quantitatively literate college graduate.
Every college graduate should be able to apply simple mathematical methods
to the solution of real-world problems. A quantitatively literate college
graduate should be able to:
- interpret mathematical models such as formulas, graphs, tables, and schematics,
and draw inferences from them;
- represent mathematical information symbolically, visually, numerically,
and verbally;
- use arithmetic, algebraic, geometric, and statistical methods to solve
problems;
- estimate and check answers to mathematical problems in order to determine
reasonableness, identify alternatives, and select optimal results; and
- recognize the limitations of mathematical and statistical models.
Courses accepted in fulfilling the general education mathematics requirement
emphasize the development of the student's capability to do mathematical reasoning
and problem solving in settings the college graduate may encounter in the
future. General education mathematics courses should not lead simply to an
appreciation of the place of mathematics in society, nor should they be merely
mechanical or computational in character.
To accomplish this purpose, students should have at least one course at
the lower-division level that emphasizes the foundations of quantitative literacy
and, preferably, a second course that solidifies and deepens this foundation
to enable the student to internalize these habits of thought.
Math 116, College Algebra, does NOT satisfy the Illinois Articulation
Initiative Definition of a General Education Mathematics Course.
Course Objectives:
The student is expected to: 1) demonstrate an understanding of the concepts
related to functions and their inverses. 2) identify and graph quadratic,
polynomial, rational, exponential, and logarithmic functions as well as the
conic sections; also, demonstrate knowledge of the properties of these functions
and relations and apply this knowledge to real world situations. 3) demonstrate
proficiency in solving linear and non-linear systems using various algebraic,
matrix, and graphical methods. 4) graphically represent the solutions to inequalities
and system of inequalities that involve two variables. 5) use appropriate
theorems and techniques to locate the roots of second and higher degree polynomial
equations. 6) use the notation and formulae associated with arithmetic and
geometric sequences and series. 7) demonstrate knowledge of binomial expansion,
Pascal's triangle, and combinatorial formulae. 8) use technology appropriately
in problem solving and in exploring and developing mathematical concepts.
Type of Instruction:
Lecture, discussion, problem solving, and group work will be used. Students
are expected to read the material before coming to class and should come to
class with a prepared list of questions.
Attendance Policy:
Regular attendance is essential for satisfactory completion of this course.
If you have excessive absences, you cannot develop to your fullest potential
in the course. Students who, because of excessive absences, cannot complete
the course successfully, will be administratively dropped from the class at
midterm. If a student stops attending after midterm, it is the student's responsibility
to withdraw to avoid an "F".
The student is responsible for all assignments, changes in assignments,
or other verbal information given in the class, whether in attendance or not.
If a student must miss class, a call to the instructor (RCC's phone system
has an answering system) is to be made, or an email message sent.
When a test is going to be missed, the student should contact the instructor
ahead of time if at all possible. Under certain circumstances, arrangements
can be made to take the test without penalty before the scheduled time. If
circumstances arise where arrangements cannot be made ahead of time, the instructor
should be notified and a brief explanation of why given by either voice or
email. This notification must occur before the next class period begins. At
the instructor's discretion, the
student may receive a zero, make up the exam with (or without) penalty, or
substitute the final exam score for the missed exam.
Grading Policy:
There will be several one hour examinations and a comprehensive final examination.
Announced and unannounced quizzes may be given. Laboratory and homework
exercises may be used in grading. Collected assignments and missed exams will
lose 10% of the grade for each class period late. A grade may be taken on
your notebook. Note: Homework is essential to the study of mathematics. Letter
grades will be assigned to final adjusted scores as follows: A=90-100%; B=80-89%;
C=70-79%; D=60-69%; F=0-59%.
Homework is optional in this class. If the point total for the homework
is higher than the lowest test score, the score from the homework will be
used to replace that exam score. Only one exam score may be replaced using
the homework, and the final exam score may not be replaced.
Consideration will be given to such qualities as attendance, class participation,
attentiveness, attitude in class, and cooperation to produce the maximum learning
situation for everyone.
Any student who stops attending without dropping will receive a grade of
F.
Notebooks:
A notebook should be kept which contains every problem worked in class as
well as any comments that are appropriate. In general, it should contain everything
written on the chalkboard. Be sure to bring your notebook if you come to the
instructor or a tutor for help. I strongly urge you to get a three-ring binder
to keep your papers in.
Topics to be covered:
Algebraic Equations and Inequalities; Functions and Graphs; Polynomial Functions:
Graphs and Zeros; Rational Functions and Conic Sections; Exponential and Logarithmic
Functions; Systems of Equations and Inequalities; Matrices and Determinants;
Sequences and Counting Principles.
Calculators:
A TI-82 or TI-83 graphing calculator is required
in this course. Calculators may be used to do homework. Calculators may be
used on exams and/or quizzes in class unless otherwise announced. If you are
purchasing a calculator, consider getting the TI-83 instead of the TI-82.
Additional Supplies:
The student should have a red pen, ruler, graph paper, stapler, and paper
punch. The student is expected to bring calculators and supplies as needed
to class. There will be a paper punch and stapler available in the classroom.
Additional Help:
Office hours will be announced. Anytime I am
in my office, feel free to stop and get help. The student is encouraged to
seek additional help when the material is not comprehended. Mathematics is
a cumulative subject; therefore, getting behind is a very difficult situation
for the student.
There are video tapes for this course on reserve
in the Learning Resources Center. If your class(es) leave you puzzled, the
Study Assistance Center is a service that Richland Community College offers
you free of charge.