James Jones, Professor of Mathematics
Mathematics & Sciences Division,
Richland Community College
Section 01 meets from 3:30 pm to 5:20 pm on Monday and Wednesday in room S137.
James Jones, Professor of Mathematics
Phone: 875-7211, ext 490
Office: C223
Email: james@richland.edu
Web: http://people.richland.edu/james/
These are the times I'm scheduled to be in my office. If these times are not convenient for you, please see me to make an appointment for some other time. If I'm not in my office during these times, you will probably find me in room S137 helping students.
Calculus: Late Transcendentals Single and Multivariable, 8th edition. Howard Anton, Irl Bivens, Stephen Davis. Copyright 2005, John Wiley & Sons, Inc. ISBN 0-471-48273-0 (Required)
Student Solutions Manual to accompany Calculus Late Transcendentals Single Variable, Eighth Edition. Neil Wrigley. Copyright 2005, John Wiley & Sons, Inc. ISBN 0-471-67210-6 (Optional)
Transfer students. Students pursuing degrees in engineering, mathematics, computer science, natural sciences, and life sciences.
Successful completion (C or better grade) of Math 121, Calculus and Analytic Geometry I.
MATH 122 - Calculus & Analytic Geometry II
Hours: 4 lecture - 0 lab - 4 credit
Math 122, Calculus & Analytic Geometry II, includes the different methods of integration. Students study transcendental functions, L'Hôpital's Rule, sequences and series, infinite series, power series, Taylor series, conic sections, polar coordinates, parametric equations, and mathematical modeling with differential equations.
Applicable toward graduation where program structure permits.
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:
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 122, Calculus & Analytic Geometry II, satisfies the Illinois Articulation Initiative Definition of a General Education Mathematics Course. It corresponds to M1 900, College-level Calculus.
While learning calculus is certainly one of the goals of this course, it is not the only objective. Upon completion of this course, the student should be able to ...
Upon completion of this course, the student should be able to ...
Discussion, problem solving, student questions, student participation, oral presentations, and lecture. Students are expected to read the material before coming to class and are strongly encouraged to come to class with a list of questions and to ask these questions.
Could include any of the following: problem solving exams, objective exams, essays, research papers, oral presentations, group projects, quizzes, homework.
Letter grades will be assigned to final adjusted scores as follows:
Consideration may be given to such qualities as attendance, class participation, attentiveness, attitude in class, and cooperation to produce the maximum learning situation for everyone.
The instructor will give you a grade sheet so that you can record your scores and keep track of your progress in the course. If you are concerned about your grades, see the instructor.
Assignments are due at the beginning of the class period on the date they are due. The instructor may be gracious and allow you to turn them in later that day without counting them late, but do not count on his graciousness. Late assignments lose 20% of their value per class period. The instructor reserves the right to apply this rule to missed exams as well as regular assignments.
Regular attendance is essential for satisfactory completion of this course. Mathematics is a cumulative subject and each day builds on the previous day's material. 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, are required to 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". Do not stop attending and assume that you will be withdrawn from the class by the instructor.
Although dropping students for non-attendance at midterm is required, students whose attendance is occasional or sporadic may be dropped from the class at any point during the semester at the instructor's discretion. The safest way to make sure you're not dropped for non-attendance is to continue to attend classes.
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) should 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 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 score on the final exam may be substituted for the missed exam.
A TI-89 or TI-92 calculator is highly recommended for this course. There are computers in the classroom with Derive on them, and these may be used by students who don't have the TI-92 calculator. Calculators may be used to do homework. Calculators may be used on exams and/or quizzes in class unless otherwise announced.
The student should have a pencil, red pen, ruler, graph paper, stapler, and paper punch. The student is expected to bring calculators and supplies as needed to class. The calculator should be brought daily. There will be a paper punch and stapler in the classroom.
Homework out of the book is not collected for a grade. However, success in the class is correlated to the amount of homework done. Do not expect to master the subject without doing homework. Students have the option of doing the homework and replacing their lowest test score with the homework.
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 several places where you can seek additional help in your classes.
I try to make myself as available to the students as I can. My office hours are listed at the beginning of this syllabus, but those are just the times I'm scheduled to be in my office. Grab me and ask me questions if you see me in the hallway. Ask questions before or after class. If I'm in my office and it's not my scheduled office hours, go ahead and stop in.
The instructor should be considered the authoritative source for material related to this class. If a tutor or other student says something that disagrees with the instructor, believe the instructor.
Probably the best thing you can do for outside help is to form a study group with other students in your class. Work with those students and hold them accountable. You will understand things much better if you explain it to someone else and study groups will also keep you focused, involved, and current in the course.
The Student Learning Center is located in rooms S116, S117, and S118. There is mathematics tutoring available in room S116. The Student Learning Center and the tutoring is a service that Richland Community College offers you free of charge.
Quality tutors for the upper level mathematics are difficult to find. Please consider forming a study group among your classmates.
There are accommodations available for students who need extended time on tests, note takers, readers, adaptive computer equipment, braille, enlarged print, accessible seating, sign language interpreters, books on tape, taped classroom lectures, writers, or tutoring. If you need one of these services, then you should see Learning Accommodation Services in room C136.
If you request an accommodation, you will be required to provide documentation that you need that accommodation.
Many of you will need additional time on tests. There is no need to go to learning accommodation services to request that. If you need additional time, just let me know and I'll allow you to continue working past the allotted time. You may need to move to another room as there may be another class coming into your room. If you're unable to finish the test by staying late, it may be possible to start the test earlier to gain additional time.
Feel free to bring a tape record to class and tape my lectures. If you need tutoring, then go to the Student Learning Center. For other services, see Learning Accommodation Services.
Each student is expected to be honest in his/her class work or in the submission of information to the College. Richland regards dishonesty in classroom and laboratories, on assignments and examinations, and the submission of false and misleading information to the College as a serious offense.
A student who cheats, plagiarizes, or furnishes false, misleading information to the College is subject to disciplinary action up to and including failure of a class or suspension/expulsion from the College.
Richland Community College policy prohibits discrimination on the basis of race, color, religion, sex, marital or parental status, national origin or ancestry, age, mental or physical disability (except where it is a bonafide occupational qualification), sexual orientation, military status, status as a disabled or Vietnam-era veteran.
The Mathematics and Sciences Division prohibits the use of cell phones, pagers, and other non-learning electronic communication equipment within the classroom. All equipment must be turned off to avoid disturbances to the learning environment. If a student uses these devices during an examination, quiz, or any graded activity, the instructor reserves the right to issue no credit for these assignments. The instructor needs to approve any exceptions to this policy.
| Hours | Topic |
|---|---|
| 11 | Exponential, Logarithmic, and Inverse Trigonometric Functions
|
| 14 | Principles of Integration Evaluation
|
| 6 | Mathematical Modeling with Differential Equations
|
| 16 | Infinite Series
|
| 10 | Analytic Geometry in Calculus
|