Math 126 — Calculus and Analytic Geometry I, Section 1 — Fall 2009

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

**Lectures:** MTWΘF 8-8:50pm in PM 110
**Office Hours:** MWF 9-10am in PM 248

**Instructor:** Jonathan
Poritz
**Office:** PM 248
**E-mail:**
jonathan.poritz@gmail.com

**Phone:** 549-2044 (office — any time); 337-1210 (cell)
and 473-8928 (home) (both for emergencies only, please)

**Text:** *Calculus, (6th ed.)*, by James Stewart. This book is not
too bad (although it is insanely expensive and weighs a ton, large parts of
that due to chapters we will not cover in this course). It is available
used (make sure you get the *sixth edition*). Please note that I will
assume in class that students will actually **read** the text sections I
assign on the HW/schedule web page, before we cover them in class.

**Prerequisites:** A satisfactory grade on a placement exam or a C
in our Math 124, or the equivalent.

**Content:** Fundamental concepts of one-variable calculus, including
limits, derivatives, integrals and applications — basically,
*Chapters 2-6* 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.

**Attendence and work ratio:** Regular attendance in class is a key to
success. I will assume students will generally be present (*e.g.*,
in terms of making announcements), although I will not take attendance
and will try to keep my HW/schedule web page up to date will all important
notices. Outside of class, you should expect to spend 2-3 hours per 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).

**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-83*. Your calculators will be permitted
(suggested) for (large parts of) all of our exams —
while *symbolic* calculators (like the *TI-89*) will be forbidden
— and in fact I suggest you generally bring it to class, in case we do
group work for which it is useful. The *TI-83* or a like calculator is
required in many CSUP math and science classes, so it is a very reasonable
investment.

**Students with disabilities:** The 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 this assistance, you must be registered with and provide
documentation of your disability to the Disability Resource Office, which is
located in the Psychology Building, Suite 232.

**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 **practise**
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. This
homework will be in several parts:

- A problem or two will be labeled
*Writing Emphasis*and I will expect you to prepare a very clear and complete solution which can stand entirely on its own. This will be graded on a scale of 0 — 3 ("solution nearly completely mising" — "solution clear and complete") per problem, and returned, usually the next day, with fairly detailed comments. - Several problems will be labeled
*Peer Consultation*, should be solved as thoroughly as the WE problems, and in a similar format, and handed in to me, but will be graded mostly on completeness. These problems will be the subject of group work at the beginning of every class: students will be paired up and will compare their answers on the PC problems. Each student should mark on their HW sheet where they have agreed with their partner and where they have disagreed (or where they could not solve a problem), and they should discuss the problems with difficulties or disputes. A couple of groups will be chosen to present their solutions to the class. Each PC problem will be graded as 0 (not present) or 1 (present, checked by class-time partner). - All written homework should follow these guidelines: divide the page
into two columns. Write a sequence of computations (equations, often)
in the left column, each one fully separate from the previous and
standing on its own (
*e.g.,*anything with an "=" should really have two quantities that are actually*equal*), while the right column should have matching explanations (justifications). The explanations will often be a single word or just a few words or just an abbreviations, but*every*step of the computation needs one. Also, please put final answers (when they are a single quantity or expression) clearly in a box at the end of the problem. - Please hand in your WE and PC problems on separate pages, each with your name, the HW type ("WE" or "PC"), HW number. Staple multiple pages together (whatever you do, don't do that thing where you chew on the corners of the pages if you don't have a staple -- just tell me and write your name on each page), cut off fuzzy torn notebook pages whenever possible, please.
- Another (short) daily assignment will be to write up what you think was
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. These will be graded 0 ("missing"), 1 ("present but very skimpy or wrong in some important technical sense"), or 2 ("present, complete, and correct") and returned at the next class. These should be on a separate page from the WE and PC homework -- the goal will be for the BIs to form, at the end of the term, a fairly complete outline of the course content, written by the individual students and in a way that is clear and complete and with which they personally feel comfortable. Each day a student will be asked to share their BI with the class. Your lowest**5**BI scores will be dropped (so you could skip five BIs, if you like), but they**will not be accepted late**. - Since so much paper is coming in to me each day, we should be mindful of
the carbon footprint of this class. 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 extra credit" at the end of the term (probably one point every ten pages or so). - Materials that you must hand in to me should be turned in either in class
or at my office (under the door if I am not there)
**no later than noon**. - Late homework will count, but at a reduced value — generally,
the score will be reduced by 20% for each day late... unless you
use a "
*Homework Pass*". Leftover passes may be turned in at the end of the term for extra credit on your general homework grade. - Students who are asked to present a PC problem solution in class, or share their BI with the class, may ask for a "pass", but everyone must make sure not to pass at least a couple of times during the term -- this classroom participation will be counted into the HW grade as the equivalent of another HW set.
- Your lowest two HW scores will be dropped.

**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: **Test I** covering
§§2.1—3.4 of the text, scheduled for **Friday, September
18th**; **Test II** on §§3.5—4.7, scheduled for **Friday,
October 23rd**; and **Test III** on §§4.8—5.5, for
**Friday, November 13th** (these dates are reasonably certain, but might
change — always with a week or more advance notice — if
circumstances warrant). Our comprehensive **final exam** (which will have
a bit of extra emphasis on Chapter 6, since that chapter is not covered in
any midterm) will take place on **Thursday, December 10th** and
**Friday, December 11th, 2008, from 8-10:20am in our usual classroom**.
Calculators, but no books or notes, are allowed for all tests (including the
final).

**Grades:** Your total homework points will be scaled to be out of
200. The total quiz points will be scaled to 100. Each hour exam during
the term will be graded out of 100, while the final will be out of 200.
This means that the maximum possible course points are then 800.
Letter grades will then be calculated in a way no more strict than
the old "90-100% is an A, 80-90% a B, *etc.*" system, based on your
total points out of 800. (Note that by Math Department policy, there will
be no +'s or -'s on final course 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.

**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
attendence, 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).

**The Math Learning Center:** located in PM 132, is a fantastic resource
for CSUP math students. Use it often! (Although during my office hours,
come to my office, preferentially.) It is free and fun, staffed with friendly
and helpful tutors. I will post the MLC hours for the spring term as soon as
I know them.

**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).

D = ρ_{f} |
∇·B = 0 |
∇×E = -∂B/∂t |
∇×H = J_{f} + ∂D/∂t |
[Roughly: "Let there be light" |

∫∫_{∂V}D·dA = Q_{f}(V) |
∫∫_{∂V}B·dA = 0 |
∫_{∂S} E·dl = -∂Φ_{B,S}/∂t |
∫_{∂S} H·dl = I_{f,S}+∂Φ_{D,S}/∂t |

Some people associated with the history of calculus: | Relevant work(s): |
---|---|

Archimedesc. 287 BCE - c. 212 BCE (both Syracuse, Magna Graecia) [killed by a Roman soldier when he refused to leave his mathematical diagrams] |
On the equilibrium of planes (date unknown) |

René Descartes1596 (La Haye en Touraine (now Descartes), France) - 1650 (Stockholm, Sweden) [of getting up early] |
La Géométrie (1637) |

Isaac Newton1643 (Woolsthorpe-by-Colsterworth, England) - 1727 (London, England) [poisoned himself slowly with mercury as part of his alchemical researches] |
Method of Fluxions (written 1671, only published 1736)Philosophiae Naturalis Principia Mathematica (1687) |

Gottfried Wilhelm von Leibniz1646 (Leipzig, Electorate of Saxony (Germany)) - 1716 (Hanover, Electorate of Hanover (Germany)) [cause unknown; no court figures when to his funeral, nor was his grave marked until 50 years after his death] |
Nova methodus pro maximis et minimis (1684) |

Leonhard Euler1707 (Basel, Switzerland) - 1783 (St. Petersburg, Russia) [had 13 children; went blind in old age, but continued to produce roughly one math paper per week; died of a brain hemorrhage] |
Institutiones calculi differentialis (1755) and many, many,
many others |

Augustin-Louis Cauchy1789 (Paris, France) - 1857 (Sceaux, France) [cause unknown] |
Le Calcul infinitésimal (1823) |

Bernhard Riemann1826 (Breselenz, Germany) - 1857 (Selasca, Italy) [of tuberculosis] |
Works too specialized to mention. |