TEXT:
Calculus: Early Transcendentals Single Variable , 5th edition, by Stewart. We will cover Chapters 2-5.

GRADING SCHEME:

• 4 exams (50%) - All exams are taken in-class, and the dates are September 19, October 17, November 9, and December 2. Make-ups are not allowed, unless there are physician documented health reasons or other documented family difficulties.
• Homework (20%) - In general, one homework will be collected each Monday, as shown on the attached calendar . You are encouraged to collaborate with others, but you must hand in your own paper. Late homework will not be accepted unless there are extraordinary circumstances.
• In-class group work (5%) - Frequently, there will be group work during class. You may or may not be given a grade, but at the very least your participation will be recorded either through your group handing in the worksheet, or demonstrating your solution to the rest of the class.
• Final exam (25%) - The final is cumulative, and scheduled for Thursday December 15 from 10:00-12:00 in our regular classroom. It is not possible to make up or re-schedule the final.

IMPORTANT DEADLINES:

Aug 26	Add
Sep 2	Add with my signature
Oct 3	Drop

The following is taken from the Department of Mathematics generic syllabus for MATH 170:

CORE OUTCOMES:
After successfully completing MATH 170, students will be able to demonstrate the following competencies in order to fulfill specific requirements set by the Core Philosophy and Goals Statement:

1. Critical Thinking/Problem Solving Skills

Clearly identify and analyze a problem, identify possible solutions and give the rationale for a preferred solution.
Students will identify in homework and on tests their abilities in applying calculus theory and concepts to problems.

2. Communication Skills

Write clearly.
Students are expected to provide interpretations and explanations of their solutions to problems that are posed to them in class and on homework. Their grammar, sentence structure, punctuation and spelling are considered in the evaluation of their work.

3. Cultural Perspective

This core learning objective is not applicable in this mathematics course.

4. Breadth of Knowledge and Intellectual Perspective

Articulate relevant basic assumptions, concepts, theoretical constructs, and factual information.
Throughout the course, students are expected to explain their assumptions and interpret their results in the theoretical framework of calculus.

Understand and apply relevant discipline-specific methodologies and strategies of inquiry.
Students will demonstrate their facility in applying techniques of calculus to problems designed to test their understanding of the concepts.

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