Syllabus Math 211 Spring 2015 - Revision history

Carver at 03:04, 18 May 2015

2015-05-18T03:04:57Z

Carver at 00:16, 17 April 2015

2015-04-17T00:16:45Z

Carver at 00:15, 17 April 2015

2015-04-17T00:15:25Z

Carver at 20:31, 12 January 2015

2015-01-12T20:31:26Z

Carver at 20:10, 12 January 2015

2015-01-12T20:10:08Z

Carver at 18:14, 11 January 2015

2015-01-11T18:14:07Z

Carver at 17:02, 11 January 2015

2015-01-11T17:02:04Z

Carver at 14:04, 11 January 2015

2015-01-11T14:04:48Z

Carver at 00:05, 10 January 2015

2015-01-10T00:05:14Z

Carver at 16:16, 9 January 2015

2015-01-09T16:16:25Z

← Older revision		Revision as of 03:04, 18 May 2015
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	<big> '''Applied Calculus (Math 211)''' </big>		<big> '''Applied Calculus (Math 211)''' </big>
		+
		+	[[Materials:_Math_211_Spring_2015\|('''Class materials''')]]

	'''Instructor:''' <big> Sean Carver, Ph.D., </big> Professorial Lecturer, American University.		'''Instructor:''' <big> Sean Carver, Ph.D., </big> Professorial Lecturer, American University.

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 * April 24 (Friday): Last day of class
 * Section 6: (11:45 class) May 5 (Tuesday), 11:45-2:15: FINAL EXAM: Location to be announced
-* Section 7: (1:10 class) May 1 (Tuesday), 11:45-2:15: FINAL EXAM: Location to be announced
+* Section 7: (1:10 class) May 1 (Friday), 11:45-2:15: FINAL EXAM: Location to be announced
 '''Tentative grading scheme:'''

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 * March 27 (Friday): EXAM 2, during class, in our classroom
 * April 24 (Friday): Last day of class
-* May 5 (Tuesday), 8:55AM - 11:25AM: FINAL EXAM: Location to be announced
+* Section 6: (11:45 class) May 5 (Tuesday), 11:45-2:15: FINAL EXAM: Location to be announced
 '''Tentative grading scheme:'''

@@ Line 82: / Line 82: @@
 '''Academic Integrity:'''  ''Cheating is not acceptable and will not be tolerated.''  Consider this:  in subtle ways, cheating to get a better grade on an exam can result in ''lowering'' the grades of some of your classmates.  Certainly this is true when a specific curve is used to assign grades.  Even when I don't use curves explicitly, they can be implicit in decisions about writing and grading exams.  As required by the policy of American University, I will report '''all''' suspected cases of cheating to the Dean's office who will proceed to investigate and adjudicate the issues.   Cheating is giving or receiving unauthorized assistance on exams, from other students or other people, from notes, from books, or from the web.  When inappropriate copying between students is caught, both parties may be culpable.
-'''Homework, Attendance and Participation Policy:'''  Usually I award a maximum of 10 points for each homework set, due one week after it is assigned.  Additionally I award 5 points per day for class attendance.  I like to give the solutions to homework problems at the same time I assign the problems.  Conscientious students, who wrestle with problems before looking at the answers, benefit from having instant feedback about their solutions, right, wrong, or incomplete.  Less conscientious students who use the answers to easily complete the assignments often do poorly on exams.  The responsibility for your education rests in your own hands.  Don't be one of the outliers who use shortcuts to avoid preparing for the exams.    Concerning homework, you are encouraged to work with your classmates, if you find that helpful.  In fact, you are encouraged to do whatever you find most helpful with the homework, but by turning in a solution to a problem, you pledge that you understand the solution, or that you talked to me in office hours or during or after class and made a good faith effort to understand how to do the problem.   If it looks like you got the full benefit from the assignment, I will award you a perfect 10 points.  I may mark you down if it seems that you have copied the answers without including any of the required calculations.  You must include your work.  One more thing about homework: you can turn in your homework by showing me your solutions during office hours or during active-learning periods of class, or after class.  Some students prefer to turn in their work this way because they prefer not to tear pages from their notebooks.  I prefer this method, too, because I can interact with students as I look over their assignments.
+'''Homework, Attendance and Participation Policy:'''  Usually I award a maximum of 10 points for each homework set, due one week after it is assigned.  Additionally I award 5 points per day for class attendance.  I like to give the solutions to homework problems at the same time I assign the problems.  Conscientious students, who wrestle with problems before looking at the answers, benefit from having instant feedback about their solutions, right, wrong, or incomplete.  Less conscientious students who use the answers to easily complete the assignments often do poorly on exams.  The responsibility for your education rests in your own hands.  Don't be one of the outliers who use shortcuts to avoid preparing for the exams.    Concerning homework, you are encouraged to work with your classmates, if you find that helpful.  In fact, you are encouraged to do whatever you find most helpful with the homework, but by turning in a solution to a problem, you pledge that you understand the solution, or that you talked to me in office hours or during or after class and made a good faith effort to understand how to do the problem.   If it looks like you got the full benefit from the assignment, I will award you a perfect 10 points.  I may mark you down if it seems that you have copied the answers without including any of the required calculations.  You must include your work.  One more thing about homework: you can turn in your homework by showing me your solutions during office hours or during active-learning periods of class, or after class.  Some students prefer to turn in their work this way because they prefer not to tear pages from their notebooks.
 '''Public Service Announcement:'''  A representative of AU's Students Against Sexual Violence (SASV) approached me and asked me to include on my syllabi a list of resources available for survivors of sexual assault and their friends.  While sexual violence is by no means the only challenge faced by students, I agree that this issue merits particular attention.  All faculty and staff at AU are legally bound to help students who disclose Title IX violations, which includes sexual violence, harassment, stalking, and sex discrimination.  Most of us are not trained therapists and we are not supposed to give counseling.  Instead, we are supposed help connect survivors with the people who can help them, by, for example, providing a list of resources, such as the one provided below.  While the law I mentioned concerns only students asking for help with Title IX violations, it strikes me that the principle should apply more broadly.  If there is anything that is negatively affecting your academic performance in my class, and you ask for help, I will try to connect you with the people and resources that can help you.  I probably won't know these things off the top of my head, but I can ask the people who do.  If you come to me for such help, I will treat you with compassion, without judgment, and with respect for your privacy.  On the other hand, if you are struggling in my class for whatever reason, you shouldn't feel like you need to explain: I'm here to help you reach your goals and dreams, to teach you calculus, and to assess how well you learned the material in my class.

@@ Line 30: / Line 30: @@
 * be able to solve problems and formulate and analyze mathematical models in business, economics & the social and management sciences.
-'''Office Hours:'''  Students are strongly encouraged to come to office hours if they need or want help.  I love having visitors during office hours, so drop by.
+'''Office Hours:'''  Students are strongly encouraged to come to office hours if they need or want help.
 My office is Gray Hall, Room 107.  Office hours are tentatively scheduled as follows:  (may be adjusted throughout the semester)
@@ Line 80: / Line 80: @@
 |}
-'''Academic Integrity:'''  ''Cheating is not acceptable and will not be tolerated.''  Consider this:  in subtle ways, cheating to get a better grade on an exam can result in ''lowering'' the grades of some of your classmates.  Certainly this is true when a specific curve is used to assign grades.  Even when I don't use curves explicitly, they can be implicit in decisions about writing and grading exams.  This situation is not fair.  As required by the policy of American University, I will report '''all''' suspected cases of cheating to the Dean's office who will proceed to investigate and adjudicate the issues.   Cheating is giving or receiving unauthorized assistance on exams, from other students or other people, from notes, from books, or from the web.  When inappropriate copying between students is caught, both parties may be culpable.
+'''Academic Integrity:'''  ''Cheating is not acceptable and will not be tolerated.''  Consider this:  in subtle ways, cheating to get a better grade on an exam can result in ''lowering'' the grades of some of your classmates.  Certainly this is true when a specific curve is used to assign grades.  Even when I don't use curves explicitly, they can be implicit in decisions about writing and grading exams.  As required by the policy of American University, I will report '''all''' suspected cases of cheating to the Dean's office who will proceed to investigate and adjudicate the issues.   Cheating is giving or receiving unauthorized assistance on exams, from other students or other people, from notes, from books, or from the web.  When inappropriate copying between students is caught, both parties may be culpable.
-'''Homework, Attendance and Participation Policy:'''  I like to give the solutions to homework problems at the same time I assign the problems.  Conscientious students, who wrestle with problems before looking at the answers, benefit from having instant feedback about their solutions, right, wrong, or incomplete.  Less conscientious students who use the answers to easily complete the assignments often do poorly on exams.  The responsibility for your education rests in your own hands.  Don't be one of the outliers who use shortcuts to avoid preparing for the exams.  Usually I award a maximum of 10 points for each homework set, due one week after it is assigned.  Additionally I award 5 points per day for class attendance.  The participation grade is subjective, although I may plan some activities that you can earn points for.  Concerning homework, you are encouraged to work with your classmates, if you find that helpful.  In fact, you are encouraged to do whatever you find most helpful with the homework, but by turning in a solution to a problem, you pledge that you understand the solution, or that you talked to me in office hours or during or after class and made a good faith effort to understand how to do the problem.   If it looks like you got the full benefit from the assignment, I will award you a perfect 10 points.  I may mark you down if I suspect that you did not get the full benefit from the homework---for example, if it seems that you have copied the answers without including any of the required calculations.  You must include your work.  One more thing about homework: you can turn in your homework by showing me your solutions during office hours or during active-learning periods of class, or after class.  Some students prefer to turn in their work this way because they prefer not to tear pages from their notebooks.  I prefer this method, too, because I can interact with students as I look over their assignments.
+'''Homework, Attendance and Participation Policy:'''  Usually I award a maximum of 10 points for each homework set, due one week after it is assigned.  Additionally I award 5 points per day for class attendance.  I like to give the solutions to homework problems at the same time I assign the problems.  Conscientious students, who wrestle with problems before looking at the answers, benefit from having instant feedback about their solutions, right, wrong, or incomplete.  Less conscientious students who use the answers to easily complete the assignments often do poorly on exams.  The responsibility for your education rests in your own hands.  Don't be one of the outliers who use shortcuts to avoid preparing for the exams.    Concerning homework, you are encouraged to work with your classmates, if you find that helpful.  In fact, you are encouraged to do whatever you find most helpful with the homework, but by turning in a solution to a problem, you pledge that you understand the solution, or that you talked to me in office hours or during or after class and made a good faith effort to understand how to do the problem.   If it looks like you got the full benefit from the assignment, I will award you a perfect 10 points.  I may mark you down if it seems that you have copied the answers without including any of the required calculations.  You must include your work.  One more thing about homework: you can turn in your homework by showing me your solutions during office hours or during active-learning periods of class, or after class.  Some students prefer to turn in their work this way because they prefer not to tear pages from their notebooks.  I prefer this method, too, because I can interact with students as I look over their assignments.
-'''Public Service Announcement:'''  A representative of AU's Students Against Sexual Violence (SASV) approached me and asked me to include on my syllabi a list of resources available for survivors of sexual assault and their friends.  While sexual violence is by no means the only challenge faced by students, I agree that this issue merits particular attention.  I learned from a recent training course that all faculty and staff at AU are legally bound to help students who disclose Title IX violations, which includes sexual violence, harassment, stalking, and sex discrimination.  Most of us are not trained therapists and we are not supposed to give counseling.  Instead, we are supposed help connect survivors with the people who can help them, by, for example, providing a list of resources, such as the one provided below.  While the law I mentioned concerns only students asking for help with Title IX violations, it strikes me that the principle should apply more broadly.  If there is anything that is negatively affecting your academic performance in my class, and you ask for help, I will try to connect you with the people and resources that can help you.  I probably won't know these things off the top of my head, but I can ask the people who do.  If you come to me for such help, I will treat you with compassion, without judgment, and with respect for your privacy.  On the other hand, if you are struggling in my class for whatever reason, you shouldn't feel like you need to explain: I'm here to help you reach your goals and dreams, to teach you calculus, and to assess how well you learned the material in my class.  I deeply want my students to do well, but even when a few students don't, I always assume there was a good reason why they didn't have the time or focus for my class.
+'''Public Service Announcement:'''  A representative of AU's Students Against Sexual Violence (SASV) approached me and asked me to include on my syllabi a list of resources available for survivors of sexual assault and their friends.  While sexual violence is by no means the only challenge faced by students, I agree that this issue merits particular attention.  All faculty and staff at AU are legally bound to help students who disclose Title IX violations, which includes sexual violence, harassment, stalking, and sex discrimination.  Most of us are not trained therapists and we are not supposed to give counseling.  Instead, we are supposed help connect survivors with the people who can help them, by, for example, providing a list of resources, such as the one provided below.  While the law I mentioned concerns only students asking for help with Title IX violations, it strikes me that the principle should apply more broadly.  If there is anything that is negatively affecting your academic performance in my class, and you ask for help, I will try to connect you with the people and resources that can help you.  I probably won't know these things off the top of my head, but I can ask the people who do.  If you come to me for such help, I will treat you with compassion, without judgment, and with respect for your privacy.  On the other hand, if you are struggling in my class for whatever reason, you shouldn't feel like you need to explain: I'm here to help you reach your goals and dreams, to teach you calculus, and to assess how well you learned the material in my class.
 ''Sexual Assault Resources''

@@ Line 84: / Line 84: @@
 '''Homework, Attendance and Participation Policy:'''  I like to give the solutions to homework problems at the same time I assign the problems.  Conscientious students, who wrestle with problems before looking at the answers, benefit from having instant feedback about their solutions, right, wrong, or incomplete.  Less conscientious students who use the answers to easily complete the assignments often do poorly on exams.  The responsibility for your education rests in your own hands.  Don't be one of the outliers who use shortcuts to avoid preparing for the exams.  Usually I award a maximum of 10 points for each homework set, due one week after it is assigned.  Additionally I award 5 points per day for class attendance.  The participation grade is subjective, although I may plan some activities that you can earn points for.  Concerning homework, you are encouraged to work with your classmates, if you find that helpful.  In fact, you are encouraged to do whatever you find most helpful with the homework, but by turning in a solution to a problem, you pledge that you understand the solution, or that you talked to me in office hours or during or after class and made a good faith effort to understand how to do the problem.   If it looks like you got the full benefit from the assignment, I will award you a perfect 10 points.  I may mark you down if I suspect that you did not get the full benefit from the homework---for example, if it seems that you have copied the answers without including any of the required calculations.  You must include your work.  One more thing about homework: you can turn in your homework by showing me your solutions during office hours or during active-learning periods of class, or after class.  Some students prefer to turn in their work this way because they prefer not to tear pages from their notebooks.  I prefer this method, too, because I can interact with students as I look over their assignments.
-'''Public Service Announcement:'''  A representative of AU's Students Against Sexual Violence (SASV) approached me and asked me to include on my syllabi a list of resources available for survivors of sexual assault and their friends.  While sexual violence is by no means the only challenge faced by students, I agree that this issue merits particular attention.  I learned from a recent training course that all faculty and staff at AU are legally bound to help students who disclose Title IX violations, which includes sexual violence and sex discrimination.  Most of us are not trained therapists and we are not supposed to give counseling.  Instead, we are supposed help connect survivors with the people who can help them, by, for example, providing a list of resources, such as the one provided below.  While the law I mentioned concerns only students asking for help with Title IX violations, it strikes me that the principle should apply more broadly.  If there is anything that is negatively affecting your academic performance in my class, and you ask for help, I will try to connect you with the people and resources that can help you.  I probably won't know these things off the top of my head, but I can ask the people who do.  If you come to me for such help, I will treat you with compassion, without judgment, and with respect for your privacy.  On the other hand, if you are struggling in my class for whatever reason, you shouldn't feel like you need to explain: I'm here to help you reach your goals and dreams, to teach you calculus, and to assess how well you learned the material in my class.  I deeply want my students to do well, but even when a few students don't, I always assume there is a good reason why they didn't have the time or focus for my class.
+'''Public Service Announcement:'''  A representative of AU's Students Against Sexual Violence (SASV) approached me and asked me to include on my syllabi a list of resources available for survivors of sexual assault and their friends.  While sexual violence is by no means the only challenge faced by students, I agree that this issue merits particular attention.  I learned from a recent training course that all faculty and staff at AU are legally bound to help students who disclose Title IX violations, which includes sexual violence, harassment, stalking, and sex discrimination.  Most of us are not trained therapists and we are not supposed to give counseling.  Instead, we are supposed help connect survivors with the people who can help them, by, for example, providing a list of resources, such as the one provided below.  While the law I mentioned concerns only students asking for help with Title IX violations, it strikes me that the principle should apply more broadly.  If there is anything that is negatively affecting your academic performance in my class, and you ask for help, I will try to connect you with the people and resources that can help you.  I probably won't know these things off the top of my head, but I can ask the people who do.  If you come to me for such help, I will treat you with compassion, without judgment, and with respect for your privacy.  On the other hand, if you are struggling in my class for whatever reason, you shouldn't feel like you need to explain: I'm here to help you reach your goals and dreams, to teach you calculus, and to assess how well you learned the material in my class.  I deeply want my students to do well, but even when a few students don't, I always assume there is a good reason why they didn't have the time or focus for my class.
 ''Sexual Assault Resources''
-* It’s never the survivor’s fault. There are many people you can talk to if you or someone you care about have been sexually assaulted:
+* It’s never the survivor’s fault. There are many people you can talk to if you or someone you care about has been sexually assaulted:
 * AU's Sexual Assault Prevention Coordinator Daniel Rappaport (rappapor@american.edu)

@@ Line 84: / Line 84: @@
 '''Homework, Attendance and Participation Policy:'''  I like to give the solutions to homework problems at the same time I assign the problems.  Conscientious students, who wrestle with problems before looking at the answers, benefit from having instant feedback about their solutions, right, wrong, or incomplete.  Less conscientious students who use the answers to easily complete the assignments often do poorly on exams, sometimes unexpectedly so.  In my experience, almost all students at AU have been conscientious about my homework assignments.  This observation is the reason I continue to assign problems with solutions.  Nevertheless, the responsibility for your education rests in your own hands: don't be one of the outliers who don't prepare adequately for the exams.  Usually I award a maximum of 10 points for each homework set, due one week after it is assigned.  Additionally I award 5 points per day for class attendance.  The participation grade is subjective, although I may plan some activities that you can earn points for.  Concerning homework, you are encouraged to work with your classmates, if you find that helpful.  In fact, you are encouraged to do whatever you find most helpful with the homework, but by turning in the assignment you pledge that you got its full benefit.   That could mean that you didn't understand how to complete one or more problems but you wrestled with them AND talked to me during class or office hours.  If it looks like you got the full benefit from the assignment, I will award you a perfect 10 points.  I may mark you down if I suspect that you did not get the full benefit from the homework---for example if you have copied the answers without including any of the required calculations.  If I mark you less than perfect, you can come talk to me to convince me that you did, in fact, get the full benefit from the assignment and, if convinced, I will change your score.  One more thing about homework: you can turn in your homework by showing me your solutions during office hours or during work-on-homework periods of class, or after class.  Some students prefer to turn in their work this way because they prefer not to tear pages from their notebooks.  I prefer this method, too, because I can interact with students as I look over their assignment, although it does get difficult if too many people are turning in work at the same time.
-'''Public Service Announcement:'''  A representative of AU's Students Against Sexual Violence (SASV) approached me and asked me to include on my syllabi a list of resources available for survivors and their friends.  While sexual violence is by no means the only challenge faced by students, I agree that this issue merits particular attention.  While I am not trained to provide counseling or assistance myself, if you are going through something that is affecting your academic performance (be it related to sexual violence, or related to anything else), I can, if asked, help connect you to people who can help you.  More importantly, I can work with you or your counselors to find reasonable and appropriate accommodations, should you need them.  If you come to me for help, I will treat you with compassion, without judgment, and with respect for your privacy.
+'''Public Service Announcement:'''  A representative of AU's Students Against Sexual Violence (SASV) approached me and asked me to include on my syllabi a list of resources available for survivors and their friends.  While sexual violence is by no means the only challenge faced by students, I agree that this issue merits particular attention.  I learned from a recent training course that all faculty and staff at AU are legally bound to help students who disclose Title IX violations, including sexual violence.  Most of us are not trained therapists and we are not supposed to give counseling.  Instead, we are supposed help connect survivors with the people who can help them, by, for example, providing a list of resources, such as the one provided, below.  I imagine that the SASV representative would say that it is not enough to mandate providing a list of resources, when asked, because many of us are understandably reluctant to ask for help with an issue so sensitive.  For this reason, I am providing the list, to all, so there will be no need to ask for it.  Having said this, while the law I mentioned concerns only students asking for help with Title IX violations, it strikes me that the principle should apply more broadly.  If there is anything that is negatively affecting your academic performance in my class, and you ask for help, I will try to connect you with the people and resources that can help you.  I probably won't know these things off the top of my head, but I can ask the people who do know these things.  If you come to me for such help, I will treat you with compassion, without judgment, and with respect for your privacy.  On the other hand, if you are struggling in my class for whatever reason, you don't owe me an explanation: I'm here to help you reach your goals and dreams, to teach you calculus, and to assess how well you learned the material in my class, but not to pass judgment.  I am well aware of the fact that there are many good reasons why most students don't excel in every class they take, often reasons that are beyond the students' control.
 ''Sexual Assault Resources''

@@ Line 11: / Line 11: @@
 * office phone: 202-885-6629
-'''Learning Outcomes:''' Copied from Stephen Tennebaum's 2013 syllabus:
+'''Course Description:''' [From department website.]  Functions, differentiation, and integration. Applications to several areas, especially business.
 :The primary goal of this course is to help students to develop mathematical intuition and skills necessary to solve standard calculus problems and their application to business, management, and social sciences. A secondary goal of this course is for the student to comprehend the concepts behind the presentation, use, and manipulation of data and functions. Such an understanding allows the student to approach new problems analytically, even though the problems may be unfamiliar. As a result of completing this course, students will