## Colorado State University, Pueblo Math 224 — Calculus and Analytic Geometry II — Fall 2013

Here is a shortcut to the course schedule/homework page.

Lectures: MTWΘF 1-1:50pm in PM 106      Office Hours: MW2-2:50pm, T12-12:50pm, Θ11am-12:50pm, or by appointment

Instructor: Jonathan Poritz     Office: PM 248     E-mail: jonathan.poritz@gmail.com
Phone: 549-2044 (office — any time); 357-MATH (personal;please use sparingly)

Text: Calculus (4th ed.), by Smith and Minton.

Prerequisite: A grade of C in Math 126, or the equivalent.

Corequisite: Chem 321 and 322 and EE 201. If you are planning to go on to Math 325, you should take Math 224 and Math 207 concurrently.

Postrequisites: This course is a prerequisite for EN 231 and 571, Math 307, 320, 325, 330, 337, 345, and 445, and Phys 323.

Course Content/Objective: The Catalog says that this course covers

Differentiation and integration of trigonometric, logarithmic, and other transcendental functions. Infinite sequences and series, parametric representation of curves, and selected applications.
This amounts to a continuation of the methods and applications of one-variable calculus, including games with inverse functions, more techniques and applications of integration, sequences and series, and some parametric equations and polar coordinates — basically, chapters 5 (in part), 6, 7, 9, and 10 of the textbook.

Academic integrity: Mathematics is more effectively and easily learned — and more fun — when you work in groups. However, all work you turn in must be your own, and any form of cheating is grounds for an immediate F in the course for all involved parties.

Attendance, work load: Regular attendance in class is a key to success -- don't skip class, don't be late. Outside of class, you should expect to spend 2-3 hours each day on this course, mostly on homework. This is not an exaggeration (or a joke), and you should make sure you have the time and energy — but I guarantee that if you put in the time and generally approach the class with some seriousness you will get quite a bit out of it (certainly including the grade you need).

If you absolutely have to miss a class, please inform me in advance (as late as a few minutes before class by phone or e-mail would be fine) and I will video the class and post the video on the 'net. You can then watch the class you missed in the comfort of you home and (hopefully) not fall behind. Classes I have videoed will have the icon next to that day's entry on the schedule/homework page to remind you of the available video.

Calculators: Students are required to have and to become (somewhat) familiar with the basic functioning of a graphing calculator such as the Texas Instruments TI-8x. Your calculators will be permitted (suggested) for (large parts of) all of our exams — while symbolic calculators (like the TI-89) will be forbidden.

The math department has a TI-84+ calculator rental program for students in math and physics classes. The number of calculators available is limited, and their rental is on a first come, first served basis. The fee is \$20 per semester payable at the Bursar's window in the Administration Building. For more information, contact Mr Robert Wisner in the Math Learning Center (PM 132B or x2271) (before payment). Homework: Mathematics at this level is a kind of practical (although purely mental) skill, not unlike a musical or sports skill — and, like for those other skills, one must practice to build the skill. In short, doing problems is the only way truly to master this material (in fact, the only way to pass). To this end, there will be daily, fairly extensive homework set. Similarly, we will spend a good part of our time in class discussing problems. In fact, I am happy to work with you during class time on the homework set due on the following day (or even due that very day). Here are some specifics: • Homework is due each day either in class or under my office door, no later than 3pm. • Homework is assigned by day but graded by problem. Each problem will typically be worth 3 points, meaning: 1. problem entirely missing (or wrong problem done!) 2. some work present, but also several errors and/or important missing parts; 3. most of the correct content is present, but there is at least one key idea or step which is missing, and/or there is a significant flaw in exposition (a variable used without definition, that kind of thing); 4. all content is present, all notation is defined, all steps are explained and justified. • Your seventeen lowest HW scores (on individual problems) will be dropped. • Late homework will count, but at a reduced value — generally, the score will be reduced by roughly one point for each day late... unless you use a "Homework Pass", in which case that homework set may be handed in any day up until the next midterm (or final, at the end of the term). A page of ten HPs will be handed out to each student who does HW0. Any unused passes may be turned in at the end of the term for extra credit on your general homework grade. • Please try to be neat (how can I give you credit for your work if I cannot follow it?). In particular, don't skimp on paper. If you can, cut off ragged edges and use staples to attach multiple pages (rather than that terrible thing where you sort of chew on the corner of the pages). But I care much more about the content than the form of your work, so don't worry if you just have bad handwriting or something (I certainly do!). • Make sure to label each assignment you hand in with your name and date, the course number, and number of the homework assignment (from the HW page). • Homework you hand in is a form of communication, so I must be able to understand what you are trying to express. In particular, if you manipulate your symbols on the page, I have to know what the symbols represent, and what method of manipulation you are using — always put the (initials of the) name of the rule you are using. (Students have difficulty with this in my classes, but there is a serious pedagogical reason behind it.) Please practice this point on your homeworks, as it will recur on quizzes and tests. In short: Define your terms, on HW and in all other work (quizzes, tests, etc.) you hand in to me, and explain (every step of) your work. • I am trying to reduce the carbon footprint of my classes. So I ask that you reuse paper whenever possible, by taking any pages you can find that are blank on one side (handouts from other classes, drafts of your work for this or other classes, etc.), putting a big "X" over the previously used side, and doing your HW for this class on the blank side. To encourage this, I will keep track of how many such reused pages you hand in and they will be worth some green points extra credit at the end of the term. "Big Ideas": Along with every homework set, you must turn in a written explanation of the Big Idea of the last class. This should be at least a clear and complete sentence, although sometimes several (or a paragraph, or an equation with explanatory sentences) will be more appropriate. The goal here is to get some practice with good exposition of mathematical facts and with mathematics as a body of general results and ideas, not merely a collection of worked examples. Some specifics: • The BIs will be graded out of 2 points, according to the following scheme: 1. missing; 2. present but very skimpy or wrong in some important respect; or 3. present, completely, and (essentially) entirely correct. • Please hand in your BI each day attached to the regular HW, but a clear indication of which is which. • Late BIs will be handled the same way as late HWs; if you use a homework pass to hand in a late HW without penalty, it will also apply to a BI if you choose to attach one. • You should think of the BIs as a complete outline of and study guide for the course which you will be assembling bit by bit through the whole term. So each BI should be written in such a way that it will be clear and complete to you even weeks (months? years?) later. • The most common issues students have with BIs are: • Submitting a BI which is more the name of some content than the content itself. For example, • Today we studied the Pythagorean Theorem. merely names something without giving the content, which might be • If a triangle has sides of lengths$a$,$b$, and$c$, and a right angle between the sides with lengths$a$and$b$, then$a^2+b^2=c^2$. This second version would make a fine BI (in the right class). • BIs must be general results, not merely examples. So • Today we did$x^2-9=(x-3)(x+3)$. is just an example; and even the version • Today we did things like$x^2-9=(x-3)(x+3)$. just talks about examples. On the other hand, • Quadratics of the form$x^2-a^2$, where$a$is any real (or complex) constant, can always be factored as$x^2-a^2=(x-a)(x+a)$. is a nice, useful general result, and would make a fine BI. • All parts of a BI must be explained in a complete and precise way, including all variables. For example, • In a right triangle,$a^2+b^2=c^2\$.
is pretty much meaningless, because the variables are not defined; this would be a very weak BI. A better version of this is the one given just above (beginning with "If a triangle has sides of lengths...").

Quizzes: Most Fridays, during weeks in which there is no hour exam, there will be a short (10-15 minute) quiz at the end of class. These will be closed book, but calculators will (usually) be allowed. Your lowest quiz score will be dropped.

Exams: We will have three in-class hour exams, on dates and covering material to be announced. Our comprehensive final exam is scheduled for Monday and Tuesday, December 9th and 10th, 2008 from 1-3:20am in our usual classroom. Calculators, but no books or notes, are allowed for all tests (including the final).

Revision of work on HWs, BIs, quizzes, and tests: A great learning opportunity is often missed by students who get back a piece of work graded by their instructor and simply shrug their shoulders and move on. In fact, painful though it may be, looking over the mistakes on those returned papers is often the best way to figure out exactly where you tend to make mistakes. If you correct that work, taking the time to make sure you really understand completely what was missing or incorrect, you will often truly master the technique in question, and never again make any similar mistake.

In order to encourage students to go through this learning experience, I will allow students to hand in revised solutions to all homeworks, quizzes, and midterms. There will be an expectation of slightly higher quality of exposition (more clear and complete explanations, all details shown, all theorems or results that you use carefully cited, etc.), but you will be able to earn a percentage of the points you originally lost, so long as you hand in the revised work at the very next class meeting. The percentage you can earn back is given in the "revision %" column of the table in the Grades section, below.

Grades: On quiz or exam days, attendance is required — if you miss a quiz or exam, you will get a zero as score; you will be able to replace that zero only if you are regularly attending class and have informed me, in advance, of your valid reason for missing that day.

In each grading category, the total points possible will be multiplied by a normalizing factor so as to come to 100. Then the different categories will be combined, each weighted by the "course %" from the following table, to compute your total course points out of 100. Your letter grade will then be computed in a manner not more strict than the traditional "90-100% is an A, 80-90% a B, etc." method. It is the policy of the Department of Mathematics and Physics that fractioned course grades (plusses and minuses) will NOT be assigned.

pts each # of such # dropped revision % course % 10 ≈10 1 33.3% 15% 3/prob ≈55 sets≈175 probs 17 probs 75% 15% 2 ≈55 (≈1 per HW set) 3 50% 4% >100 3 0 33.3% 42% >200 1 0 0% 24%

Nota bene: Most rules on due dates, admissibility of make-up work, etc., will be interpreted with great flexibility for students who are otherwise in good standing (i.e., regular classroom attendance, homework (nearly) all turned in on time, no missing quizzes and tests, etc.) when they experience temporary emergency situations. Please speak to me — the earlier the better — in person should this be necessary for you.

Contact outside class: Over the years I have been teaching, I have noticed that the students who come to see me outside class are very often the ones who do well in my classes. Now correlation is not causation, but why not put yourself in the right statistical group and drop in sometime? I am always in my office, PM 248, during official office hours. If you want to talk to me privately and/or cannot make those times, please mention it to me in class or by e-mail, and we can find another time. Please feel free to contact me for help also by e-mail at jonathan.poritz@gmail.com, to which I will try to respond quite quickly (usually within the day, often much more quickly); be aware, however, that it is hard to do complex mathematics by e-mail, so if the issue you raise in an e-mail is too hard for me to answer in that form, it may well be better if we meet before the next class, or even talk on the telephone (in which case, include in your e-mail a number where I can reach you).

A request about e-mail: E-mail is a great way to keep in touch with me, but since I tell all my students that, I get a lot of e-mail. So to help me stay organized, please put your full name and the course name or number in the subject line of all messages to me. Also, if you are writing me for help on a particular problem, please do not assume I have my book, it is often not available to me when I am answering e-mail; therefore, you should give me enough information about the problem so that I can actually help you solve it (i.e., "How do you do problem number n on page p" is often not a question I will be able to answer).

Students with disabilities: This University abides by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, which stipulate that no student shall be denied the benefits of education "solely by reason of a handicap." If you have a documented disability that may impact your work in this class for which you may require accommodations, please see the Disability Resource Coordinator as soon as possible to arrange accommodations. In order to receive accommodations, you must be registered with and provide documentation of your disability to: the Disability Resource Office, which is located in the Library and Academic Resources Center, Suite 169.