Mathematics 221 :  Calculus I
Fall 2009

Professor:         Jeff Johannes                                Section 9     MWRF  1:00 - 1:50p    Sturges 105
Office:               South 326A                                  
Telephone:        245-5403                                                           
Office Hours:    Monday 9 -  9:50a, 2:30 - 3:30p, Wednesday 3:30 - 4:30p, Thursday 8 - 9p, Friday 11 - 11:50a, sometimes3 - 4p, and by appointment or visit
Email Address:

Course Materials
    Calculus, Third Edition by Smith & Minton
    Required:  TI-89 Calculator
    Optional:  Use of Maple and laptop computer
    Additional handouts of reading, problems, and activities will be provided

    Calculus is the culmination of high school mathematics and the entryway to higher level college mathematics.  The discovery of the calculus was a turning point in the history of mathematics and society.  As the mathematics of change, calculus is widely applicable in all fields of study that have quantifiable change.  It is for these reasons that we will be studying not only how to do calculus, but why calculus is done the way it is, and why it is done at all.  
    Your grade in this course will be based upon your performance on various aspects.  The weight assigned to each is designated below:
                   Exams:                                                                   Assignments: (4% each, complete 13)
                    Exam 1            12%                                                Problem Sets (6)        24%
                    Exam 2            12%                                                Paper (1)                     4%
                    Final Exam      24%                                                Lab Writeups (3)       12%
                                                                                                   More (3)                     12%
 More may include extra problem sets, papers, colloquium reports or lab writeups.  

    With each day of lecture, I will suggest several exercises that are relevant for practising from that day's lesson.  I will not grade these exercises, but will gladly look at them.   

    After attending a mathematics department colloquium (or other approved mathematics presentation) you may write a report.  In your report, please explain the main point of the presentation and include a discussion of how this presentation affected your views on mathematics.
        A – Well written, answers the questions, and is interesting and insightful
        B – Well written and answers the questions
        C – Well written or answers the questions (convinces the reader that you were there)
        D – attempted
Papers are due within a classweek of the colloquium presentation.  I will gladly look at papers before they are due to provide comments.

Problem Sets
    There will be six pairs of problem sets distributed throughout the semester.  You must complete one of each pair.   Problem sets are due on the scheduled dates.  You are encouraged to consult with me outside of class on any questions toward completing the homework.  You are also encouraged to work together on homework assignments, but each must write up their own well-written solutions.  A good rule for this is it is encouraged to speak to each other about the problem, but you should not read each other's solutions.  A violation of this policy will result in a zero for the entire assignment and reporting to the Dean of Students for a violation of academic integrity.  Each question will be counted in the following manner:
                 0 – missing or plagiarised question
                 1 – question copied
                 2 – partial question
                 3 – completed question (with some solution)
                 4 – completed question correctly and well-written
Each entire problem set will then be graded on a 90-80-70-60% (decile) scale.  Late items will not be accepted.  Problem sets will be returned on the following class day along with solutions to the problems.  Because solutions will be provided, comments will be somewhat limited on individual papers.  Please feel free to discuss any homework with me outside of class or during review.    

Laboratory Activities and Writeups

    We will regularly be spending days on activities.  Activity descriptions will be distributed in class the day before the lab.  Please come to class prepared for the activity (i.e. complete the section labeled "Before the Lab" if there is one), but without having completed it before.  We will not use class time to prepare.  I strongly recommend reading the suggestions on writing lab writeups before submitting one.  Lab writeups may be turned in no more than three class days after the lab activity.  

    There will be two exams during the semester and a final exam during finals week.  If you must miss an exam, it is necessary that you contact me before the exam begins.  Exams require that you show ability to solve unfamiliar problems and to understand and explain mathematical concepts clearly.  The bulk of the exam questions will involve problem solving and written explanations of mathematical ideas.  The first two exams will be an hour's worth of material that I will allow two hours to complete.  Tentatively they are scheduled for Thursdays 7 – 9p.  The final exam will be half an exam focused on the final third of the course, and half a cumulative exam.  Exams will be graded on a scale approximately (to be precisely determined by the content of each individual exam) given by
        100 – 80%    A
          79 – 60%    B
          59 – 40%    C
          39 – 20%    D
       below 20%    E
For your interpretive convenience, I will also give you an exam grade converted into the decile scale.  The exams will be challenging and will require thought and creativity (like the problems).  They will not include filler questions (like the exercises) hence the full usage of the grading scale.

    Occasionally you will be given anonymous feedback forms.  Please use them to share any thoughts or concerns for how the course is running.  Remember, the sooner you tell me your concerns, the more I can do about them.  I have also created a web-site which accepts anonymous comments.  If we have not yet discussed this in class, please encourage me to create a class code.  This site may also be accessed via our course page on a link entitled anonymous feedback.  Of course, you are always welcome to approach me outside of class to discuss these issues as well.  

Social Psychology
    Wrong answers are important.  We as individuals learn from mistakes, and as a class we learn from mistakes.  You may not enjoy being wrong, but it is valuable to the class as a whole - and to you personally.  We frequently will build correct answers through a sequence of mistakes.  I am more impressed with wrong answers in class than with correct answers on paper.  I may not say this often, but it is essential and true.  Think at all times - do things for reasons.  Your reasons are usually more interesting than your choices.  Be prepared to share your thoughts and ideas.  Perhaps most importantly "No, that's wrong." does not mean that your comment is not valuable or that you need to censor yourself.  Learn from the experience, and always try again.  Don't give up. 

Academic Dishonesty
    While working on homework with one another is encouraged, all write-ups of solutions must be your own. You are expected to be able to explain any solution you give me if asked. The Student Academic Dishonesty Policy and Procedures will be followed should incidents of academic dishonesty occur. 

Disability Accommodations
    SUNY Geneseo will make reasonable accommodations for persons with documented physical, emotional or learning disabilities.  Students should consult with the Director in the Office of Disability Services (Tabitha Buggie-Hunt, 105D Erwin, and their individual faculty regarding any needed accommodations as early as possible in the semester.

Religious Holidays
    It is my policy to give students who miss class because of observance of religious holidays the opportunity to make up missed work.  You are responsible for notifying me by September 11 of plans to observe a holiday.  

 Schedule (subject to change)

Monday, August 31               prelude: What is calculus? class mechanics
Wednesday, September 2       Chapter 0
Thursday, September 3          Lab 1
Friday, September 4               Average Rates of Change 1.1, 2.1 39

Monday, September 7           Labour Day - No Classes
Wednesday, September 9      Lab 3
Thursday, September 10       Lab 2
Friday, September 11            1.2 33, 35, 1.3 61
Monday, September 14       1.6 51
Wednesday, September 16  2.2 23, 35
Thursday, September 17     1.4 51, 53
Friday, September 18          Lab 5

Monday, September 21       Problem Set 1 due; 2.3 51
Wednesday, September 23  2.6 41
Thursday, September 24     2.4 25, 32
Friday, September 25          Lab 7

Monday, September 28       2.5 33  
Wednesday, September 30  overview computing derivatives and limits
Thursday, October 1           3.1 13
Friday, October 2                Lab 9

Monday, October 5             overrun space
Wednesday, October 7        Problem Set 2 due; overrun space
Thursday, October 8           review for XM1
Thursday, October 8           7 – 9p,  XM1  Welles 140
Friday, October 9                XM discuss

Monday, October 12           Fall Break
Wednesday, October 14      2.7 23
Thursday, October 15         3.7 28, 51
Friday, October 16              Lab 6

Monday, October 19            3.2 33
Wednesday, October 21       3.3 49
Thursday, October 22          3.4 37
Friday, October 23               Problem Set 3 due; 1.5 50
Monday, October 26             3.5 27
Wednesday, October 28        3.6 27, 3.8
Thursday, October 29           lab 8
Friday, October 30                2.8 38

Monday, November 2             Problem Set 4 due, overrun space
Wednesday, November 4       review for XM2
Thursday, November 5           review for XM2
Thursday, November 5           7 – 9p        XM2  Welles 140
Friday, November 6                XM discuss

Monday, November 9             XM discuss
Wednesday, November 11        4.2 28, 4.3 30
Thursday, November 12            lab 11                                       
Friday, November 13               4.4  52  Last day to withdraw from full semester courses

Monday, November 16           lab 12
Wednesday, November 18      4.5 25
Thursday, November 19         4.6 3
Friday, November 20              lab 18

Monday, November 23          Problem Set 5 due; 4.7 27
Wednesday, November 25  
Thursday, November 26        November break
Friday, November 27

Monday, November 30          5.1 31
Wednesday, December 2        5.2 13
Thursday, December 3           5.3 33
Friday, December 4                lab 13

Monday, December 7             Cultural Consequences of Calculus
Wednesday, December 9        overrun space
Thursday, December 10          Problem Set 6 due; overrun space
Friday, December 11               review for final XM
Monday, December 14          review for final XM

Friday, December 18      12 – 3p final XM

 Assignments at beginning of the semester for Calculus 221:

Opening day exercises (remember exercises are not graded)

If you want a taste of things, here are some sample questions of review nature to think about:
§0.1  35, 43
§0.2  55, 60, 75
§0.3  41
§0.4  11
§0.5  41
And two lists of review topics (one shorter, and more focused, from two different sources) that we will briefly address in class on Tuesday:
functions: definition, domain, range, linear, quadratic, trigonometric, composite, tables or graphs

functions, domain, range, graph, f(x) piecewise, symmetry, even, odd, increasing, decreasing
algebraic functions:  linear, polynomials:  coefficients, degree, quadratic, cubic, power, roots, reciprocals, rational functions
transcendental functions:  trigonmetric, inverse trigonometric, exponential, logarithm
translation, contraction, dilation, reflection, arithmetic of functions, composition of functions

For Friday, September 4

Mandatory Paper

Why are you taking calculus?  The correct answer is not “because it is a requirement”.  That is perhaps the start of the answer.  If that is the start, then the rest of it is then in the question – why is calculus a requirement for you?  One complaint about this might be that you do not know why  you are taking calculus, in fact you do not even know what calculus is.  If this is so, I suggest reading through the article by Bergamini.  (Which you should read in any case, but it might be helpful particularly in writing this paper.)  Another important point is that you may not know how calculus would be relevant to your particular discipline.  I very strongly suggest finding someone (a professor, someone working in an area you want to work, someone with some experience) and asking them why you are taking calculus.  This paper should be long enough to answer the question and to indicate that you have an understanding of what calculus is and how it fits into your current and future life.  Please include a discussion of your recent mathematical history . . . what classes have you taken previously?  If you have taken some calculus, why did you choose to take this class? 

For Monday, September 21

Read “Suggestions to the Students” first
required to complete at least one of two options:

This is the outdated version of the problem set.  The actual version is here.  Please compare.  
Problem Set 1A
    1.2  4, 14, 28, 33
    1.3  62, 65
    1.4  56, 64
    2.6  43

Problem Set 1B
    1.2  6. 12. 26. 34
    1.3  63, 64
    1.4  50, 62
    2.6  44