# Math 121 - Calculus & Analytic Geometry I

## Course Syllabus

Spring Semester 2003
Sect 01: 11:00 - 11:50 am, MF, S137; 11:00 am - 12:15 pm, TR, S137
Instructor: James Jones
Phone: 875-7211, ext 490
Office: C223
email: james@richland.edu
Web: http://people.richland.edu/james/

Text:
Calculus: A New Horizon, 7th edition.. Howard Anton. Copyright 2002, John Wiley & Sons, Inc. (Required)
Student Resource Manual. Copyright 2002, John Wiley & Sons, Inc. (Optional)
Student Audience:
Transfer students. Students pursuing degrees in engineering, mathematics, life sciences.
Prerequisite:
Successful completion (C or better grade) of Math 116, College Algebra, and Math 117, Trigonometry, or satisfactory score on the Mathematics placement exam.
Course Description:
Mathematics 121, Calculus and Analytic Geometry I, includes instruction in Calculus topics common to the standard college first semester Calculus course. It begins with a review of algebra; then the idea of limits and continuity will be introduced. With the knowledge of limits and continuity the student develops the concept of the derivative and its applications. At the end, the student studies the antiderivative of elementary functions and their applications.
- Applicable toward graduation where program structure permits.
- Certificate or degree: All certificates and all degrees.
- Group requirement: Mathematics
- Area of Concentration: Mathematics.
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 121, Calculus & Analytic Geometry I, satisfies the Illinois Articulation Initiative Definition of a General Education Mathematics Course. It corresponds to M1 900, College-level Calculus.
General Course Objective:
To provide necessary statistical background for analyzing data and drawing inferences from that analysis. To increase the student's mastery of the deductive nature of reasoning. To understand the nature of critical thinking. To increase the student's ability in problem solving. To increase the student's ability to work with others towards a common goal.
Type of Instruction:
Discussion, problem solving, student questions, student participation, and lecture. Students are strongly encouraged to come to class with a list of questions and to ask these questions.
Method of Evaluation:
Could include any of the following: problem solving exams, objective exams, essays, research papers, oral presentations, group projects, quizzes, homework.
There will be several one hour examinations and a comprehensive final examination. Announced and unannounced quizzes may be given. Various homework exercises (to be announced) may be used in grading. Note: Homework, whether collected or not, 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 - below 60%
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.
Late work will lose 10% of its value for each class period late. At the instructor's discretion, this may apply to missed exams.
Any student who is not attending regularly at midterm will be dropped administratively. However, the student should verify their status if they are concerned. Any student who stops attending after midterm but does not drop the course will receive a grade of F.
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 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.
Calculators:
A TI-92 or TI-89 calculator is 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.