MATH 171 SECTION 002
CALCULUS I COMPUTER LABORATORY
Boise State University Fall 2004

 INSTRUCTOR: Jodi Mead OFFICE: MG 218B PHONE: 426-2432 EMAIL: mead@math.boisestate.edu WEB: http://math.boisestate.edu/~mead/m171/f04 OFFICE HOURS: 2:40-3:10 daily, and by appointment CLASS MEETINGS: 1:40-2:30 TH in room MG 104

TEXT:
CalcLabs with Maple, Single Variable Calculus, 5th edition, by Stewart. We will cover Chapters 1-5, 6.1-6.3.

• 2 exams (50%) - Both exams are taken in-class, and the dates are and September 30 and December 2. Make-ups are not allowed, unless there are physician documented health reasons or other documented family difficulties.
• Homework (50%) - Homework assigned the previous week will be collected in class each Thursday as shown on the attached calendar . You will hand in edited Maple worksheets with clear solutions. This includes removing un-necessary Maple output, printing in a 10-12 inch font, and reducing the size of plots so that at least two plots can fit on one page. You are encouraged to collaborate with others, but there will be no collaboration on the exams (which are worth half your grade!). Late homework will not be accepted unless there are extraordinary circumstances.
Your total score must be at least 90% for an A, 80% for a B, 70% for a C, and 60% for a D.

 Aug. 27 Add Sep. 3 Add with my signature Oct. 4 Drop

The following is taken from the Department of Mathematics ``generic syllabus" for MATH 171:

CORE OUTCOMES:
After successfully completing MATH 171, 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.