Colorado State University, Pueblo
Math 126 — Calculus and Analytic Geometry I, Section 1 — Fall 2011

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

Class meets: M-F 8-8:50am in PM 112
Instructor: Jonathan Poritz     Office: PM 248 E-mail: jonathan.poritz@gmail.com
  Phone: 549-2044 (office — any time); 357-MATH (personal; please use sparingly)
  Office Hours: M-F 9-9:50am or by appointment (or walk-in!)

Text: Calculus, (4th ed.), by Robert T. Smith and Roland B. Minton. 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). If you buy it used (or from an on-line retailer), please make sure you get the fourth edition: other editions will be similar, but will have small, irritating differences such as different problem numbers. 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.

Prerequisite: A satisfactory grade on a placement exam or a C (or better) in our Math 124, or the equivalent.

Content: The catalog description of course content is:
     Introduction to limits, continuity, differentiation and integration with selected applications.
This amounts essentially to Chapters 1-5 our textbook.
More poetically said, we shall initiate the study of derivatives (which are rates of change) and integration (the inverse operation to differentiation), which also requires a preliminary study of limits. This persepective of moving fluidly between a quantity and its rate of change has provided the formal foundation of large parts of science for the past 350 years.

Academic integrity: Mathematics is more effectively and easily learned — and more fun — when you work with others. 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 after the first few classes 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).

Classroom participation: There will be organized opportunities for students to be active class participants, such as when working in groups and presenting problem solutions, as well as less formal opportunities — when students ask questions (which will be worth extra-credit points!). And even if you do not speak out loud, you must participate in class in the sense of engaging with the material, of working through the abstract statements we are covering and the applications they are yielding. As each thing comes up in class (and probably goes onto the board), you should be actively thinking:

Please feel free to ask any of these questions as they occur to you, or to offer your answers when you have some.

Students with disabilities: This University abides by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, which stipulates 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 accomodations, you must be registered with and provide documentation of your disability to: the Disability Resource Office, which is located in the Library and Academic Resource Center, Suite 169.

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:

Quizzes: Most Fridays, during weeks in which there is no hour exam, there will be a short 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 Chapters 1 and 2 of the text, scheduled for Friday, September 16th; Test II on Chapter 3, scheduled for Friday, October 21st; and Test III on Chapter 4, for Thursday, November 10th (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 5, since that chapter is not covered in any midterm) will take place on Wednesday, December 7th and Thursday, December 8th, both 8-10:20am in our usual classroom.

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.

No fractionated grading/extra credit: Let me repeat that: by Math Department policy, there will be no +'s or -'s. It therefore is particularly useful to have accumulated a bit of extra credit by the end of the class, so that if you are near a grade cut-off, you will receive the higher letter grade. You can earn extra credit in the following ways:

  1. Positive and engaged classroom participation will be worth significant extra credit: in particular, I will keep track of who participates and how. Any question or comment will be worth some extra credit, with the more careful and well-prepared ones being worth (far) more. So, for example, "How do you do problem 17?" is worth a small amount, while "I tried the following on problem 17 and ran into a difficulty at exactly this point, what should I do?" is worth much more, etc.
  2. After tests (and quizzes?), there will be opportunities to hand in revised solutions to problems where you lost points. New (correct!) solutions solutions will be worth extra credit points up to the number of points you missed on the original test problem.
  3. Using recycled paper for your written assignments, which will yield Green Points that are converted into extra credit at the end of the term.
Also with no fractionated grading, it is particularly important not to loose points needlessly. Therefore, make sure you get lots of credit on your Big Ideas and that you don't simply neglect to hand in some assignment.

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 offers registered CSU-Pueblo students free tutoring in math classes from Elementary Algebra to Calculus and Statistics. It is staffed by a Director and student tutors. Located in the Physics and Mathematics buliding, PM 132, it is open this fall semester from August 22 until December 9, 2011. No appointment is necessary, just walk in and ask for help. The hours of operation are posted in the Center and on http://csm.csupueblo.edu/Mathematics/Pages/MathLearningCenter.aspx.

Gen Ed Tutoring Math/Science Center: The Gen Ed Tutoring Center offers one-on-one tutoring on a walk-in basis as well as by appointment for all developmental and general education mathematics courses. It is located in room 251 of the Library and Academic Resources Center (LARC) and is available Monday-Friday from 8am-5pm. For more information, contact Mike Giannetto at 719-549-2290, michael.giannetto@csupueblo.edu.

Calculators: A Texas Instruments graphing calculator like the TI-84 Plus is required. Calculators like the TI-89 or TI-Nspire CAS that can do symbolic calculations are not allowed. The department has a calculator rental program. Please contact Mary Sandoval in PM 216 for more information.

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).






F = ma           ["External force equals mass times second derivative of position."]
Isaac Newton, 1687


∇·D = ρf   ∇·B = 0   ∇×E = -∂B/∂t   ∇×H = Jf + ∂D/∂t   [Roughly: "Let
  there be light"]
∫∫∂VD·dA = Qf(V)     ∫∫∂VB·dA = 0     ∂S E·dl = -∂ΦB,S/∂t     ∂S H·dl = If,S+∂ΦD,S/∂t  
James Clerk Maxwell, 1873


"The rate of increase of inflation is decreasing."     ["The third derivative of the value of money is negative."]
Richard Nixon, 1972; part of an explanation of the benefits of his first term as president, so why he should be reelected.





Some people associated with the history of calculus: Relevant work(s):
Archimedes
c. 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 Descartes
1596 (La Haye en Touraine (now Descartes), France)
- 1650 (Stockholm, Sweden) [of getting up early]
La Géométrie (1637)
Isaac Newton
1643 (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 Leibniz
1646 (Leipzig, Electorate of Saxony (Germany))
- 1716 (Hanover, Electorate of Hanover (Germany))
[cause unknown; no court figures went to his funeral, nor was his grave marked until 50 years after his death]
Nova methodus pro maximis et minimis (1684)
Leonhard Euler
1707 (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 Cauchy
1789 (Paris, France) - 1857 (Sceaux, France)
[cause unknown]
Le Calcul infinitésimal (1823)
Bernhard Riemann
1826 (Breselenz, Germany) - 1857 (Selasca, Italy)
[of tuberculosis]
Works too specialized to mention.


Jonathan Poritz (jonathan.poritz@gmail.com)