Mathematics 222 :  Calculus II
Fall 2015


Professor:          Jeff Johannes                                 Section 5    MWRF  1:30-2:20p   Sturges 105
Office:               South 326A                                
Telephone:         5403 (245-5403)                                                            
Office Hours:    Monday 2:45- 3:45p, Tuesday 8-9p, Wednesday 10:30-11:20a, Thursday 10:30a-11:30a, 8-9p, and by appointment or visit
Email Address:
IM:                    JohannesOhrs

Course Materials
    Thomas' Calculus, Thirteenth Edition by Weir and Hass
Required:  TI-89 or TI-nSpire CAS Calculator
    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. 

Reading and Worksheets
    Instead of introducing new material in class, I have written worksheets to introduce the new material.  This has the big advantage that unlike if we would have discussions in class, you can go at your own pace, you have better notes for the motivations, and this way there is an opportunity for many more than one of you to give right answers to questions.  In class we will discuss anything that was missed in the worksheets, extend the material, and then have time for working on problems. 

Learning Outcomes
    Upon successful completion of Math 222 - Calculus II, a student will be able to:
    Your grade in this course will be based upon your performance on various aspects.  The weight assigned to each is designated below:
                   Exams:                                             Reading Quizzes (as needed)         5%       
                    Exam 1           13%                         Content Quizzes (5)                      10%                      
                    Exam 2           13%                         Assignments (7)                            35%                      
                    Final Exam     25%                                               

Reading Quizzes
    You are responsible for reading the handouts before they are discussed in class.  The schedule and links are given below.  Occasionally - as I see it necessary - we will have short (five minute) reading quizzes to check that the reading is being done.  As the class shows this is not necessary, they will become less frequent.  Most will not be announced.  If there are no questions from the handout, there will definitely be a reading quiz.  The reading quizzes may be as straight forward as - "Write enough to convince me you did the reading."  There will be no makeup reading quizzes.

Content Quizzes
    There will be short quizzes as scheduled, covering the material at the level of the exercises from the homework.  Quizzes will consist of routine questions, and will have limited opportunity for partial credit. Because quizzes will consist of routine questions, they will be graded on a decile scale.  There will be no makeup quizzes.

    Up to two quizzes (of either type) may be replaced with a perfect score by attending mathematics department colloquia (or other approved mathematics presentation) and writing 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.  College papers are typed and are not a paragraph.  Papers are due within a classweek of the colloquium presentation.  I will gladly look at papers before they are due to provide comments.  Reports are either good enough or not; there will be no partial credit. 
    There will be seven assignments.  Each assignment will constitute three odd exercises per section of your choosing, at most two problems per section of my designation, and one "further explorations" question of your choosing from a lab completed since the previous assignment.  Assignments 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.  I strongly recommend reading the suggestions on working such problems before beginning the first set.  Each assignment will be counted in the following manner:  the odd exercises will be checked for completeness and will be worth half of the credit on the assignment.  The remaining problems will be scored out of four points each:
                 0 – missing question or plagiarised work
                 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.  Assignments will be returned on the following class day along with solutions to the problems (not to exercises or lab explorations).  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.   

Solutions and Plagiarism
    There are plenty of places that one can find all kinds of solutions to problems in this class.  Reading them and not referencing them in your work is plagiarism, and will be reported as an academic integrity violation.  Reading them and referencing them is not quite plagiarism, but does undermine the intent of the problems.  Therefore, if you reference solutions you will receive 0 points, but you will *not* be reported for an academic integrity.  Simply - please do not read any solutions for problems in this class. 

Lab Activities
    We will regularly be spending classes 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. 

    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. No credit will be given for solutions from solution manuals.  The Student Academic Dishonesty Policy and Procedures will be followed should incidents of academic dishonesty occur.

Math Learning Center
    This center is located in South Hall 332 and is open during the day and some evenings. Hours for the center will be announced in class. The Math Learning Center provides free tutoring on a walk-in basis.

    SUNY Geneseo will make reasonable accommodations for persons with documented physical, emotional, or cognitive disabilities.  Accommodations will be made for medical conditions related to pregnancy or parenting.  Students should contact Dean Buggie-Hunt in the Office of Disability Services ( or 585-245-5112) and their faculty to discuss 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 8 of plans to observe a holiday.  

Schedule (subject to change)

August 31    introductions
September 2 review
        3    7.1   RQ
        4    Lab 15

September 9    7.2
        10    Lab 16
        11    7.3

        14    Lab 10 A1
        16  7.5
        17  7.6
        18  Lab 17   Q

        21    8.2
        23    8.3
        24    8.4
        25    8.5 A2

        28    techniques review/8.6
        30    techniques review/8.6
October 1 Lab 18
        2    8.7 Q

        5    8.8 
        7   A3; review
        8      review
        8      XM1 (7-9p Welles 26)
        9      XM discuss

        14      XM discuss
        15      Lab 22
        16      10.8
        19     10.1
        21     Lab 19
        22    10.2  Q
        23    Lab 20

        26    10.3  
        28    10.4
        29    Lab 21 A4
        30    10.5

November 2 10.6  
        4      10.7
        5      Lab 23
        6      10.9 Q

November 9    10.10
        11    A5; review      
        12    review
        12    XM2 (7 - 9p Welles 26)     
        13    XM discuss

        16   XM discuss
        18   7.4
        19   Population Project
        20   9.1 class demonstration
        23   11.1

        30   Lab 14 A6
December 2   11.2
        3   11.3
        4    Lab 24 Q

December 7 11.4
        9      11.5
        10      review
        11      A7 due, review

        14       review

Monday, December 21 12N - 3:20p Final XM

Review at beginning of the semester for Calculus 222:

The most important topics to review from 221 for 222 are differentiation and integration.  While I will assume that you know all of chapters 1-6, focus your review thoughts on Chapters 3 and 5.  

If you want a taste of things, here are some sample questions of review nature to think about:
p. 176-182
p. 301-307