MATH 1142 -- Changes

Mon Jun 28 12:21:22 2010

College: New:  TIOT - College of Science and Engineering
Old:  TIOT - Institute of Technology
New:  A streamlined one-semester tour of differential and integral calculus in one variable, and differential calculus in two variables.  Does not involve any trigonometry and does not have the same depth as Math 1271-1272.  Emphasis on formulas and their interpretation and use in applications.
Old:  Derivatives, integrals, differential equations, partial derivatives, maxima/minima of functions of several variables covered with less depth than full calculus. No trigonometry.
Editor Comments: New:  Course being submitted for CLE Math Thinking requirement.  Catalog description has been modified, but no change in course content.  
Old:  <no text provided>
Sponsor Name:
New:  Mark Feshbach (DUGS)
Old:   David Frank
Sponsor E-mail Address:
Student Learning Outcomes: * Student in the course:

- Can identify, define, and solve problems


Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

Problem solving is at the heart of any mathematics course. In this course some problems would involve purely mathematical issues, like finding the derivative of a polynomial or determining the features of the graph of a rational function. Other problems involve taking a real world situation like predicting the trajectory of a projectile or analyzing population growth and decline, requiring students to first identify the mathematically relevant aspects, then define appropriate mathematical variables and relations, and finally solve the resulting mathematics problem.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

Practically every homework assignment, quiz, and exam requires students to solve problems. Students receive ample feedback about this learning outcome during the semester.

Old: unselected

this course fulfills:
New:  MATH - MATH Mathematical Thinking
Criteria for
Core Courses:
Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the Universitys entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

Short Calculus (Math 1142) introduces both differential and integral calculus in a single semester, to meet the needs of students in business, agriculture, and other similar fields where a basic understanding of calculus is required.  Calculus is one of the pillars of modern mathematics, and it has important applications in science and everyday life.    The course requires students to have a real understanding of the symbolic language of mathematics, giving them ample opportunity to see how mathematics is done by mathematicians and to engage in that same work by solving problems for themselves. In this way, they see how abstract mathematical concepts can find applications in the real world.

An important component of a liberal education is an appreciation of mathematics as a body of thought which has been developed over the millennia, both for aesthetic reasons and to solve concrete problems.  Calculus was first developed by Newton and Leibniz in the 17th century to solve many types of problems.  For example, using calculus, Newton was able to derive the equations of planetary motion from basic physical laws.  Since that time, calculus has touched virtually every part of modern life, through its use in areas like engineering, the stock market, agriculture, psychology, and all the physical and biological sciences.  While it is beyond the scope of a 1-semester course to cover even a small fraction of all these applications, students will be exposed to a variety of simplified versions of them, preparing them for later advanced study in their fields of interest.  In this way, students experience both the fundamental nature of the questions and the usefulness of abstract reasoning in finding elegant and efficient solutions.

Students meet twice a week in TA recitation sections, where they can ask questions, work problems together, and discussion important points in the material.  The prerequisite for the course is equivalent to 3 1/2 years of high school mathematics.  Math 1142 is offered every semester.  The course is taught by a combination of regular faculty and adjunct faculty with on-going appointments, or by experienced grad students or postdocs who act under close supervision by regular faculty.  Every semester, the final exam is a departmental exam that is given in common to all sections, in order to ensure consistency.
<no text provided>
Please provide a provisional syllabus for new courses and courses in which changes in content and/or description and/or credits are proposed that include the following information: course goals and description; format/structure of the course (proposed number of instructor contact hours per week, student workload effort per week, etc.); topics to be covered; scope and nature of assigned readings (texts, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated.

The University policy on credits is found under Section 4A of "Standards for Semester Conversion" at . Provisional course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification, This provisional course syllabus information may not correspond to the course as offered in a particular semester.

New:  (The following is an actual syllabus which has been modified by including a Liberal Education statement)

MATH 1142 Short Calculus (Lecture 020) Spring 2010

Hours and Location: MWF 3:35pm-4:25pm Tate Lab of Physics 166

Course URL:

Instructor: Vishal Saraswat, E-mail:

Office: 524 Vincent Hall, Phone: (612) 624 - 0284

Office Hours: Mondays and Wednesdays: 2:30pm - 3:20pm; and by appointment

This School of Mathematics course is a one-semester tour of differential and integral calculus in one variable, and differential calculus in two variables. Does not involve any trigonometry. Emphasis on formulas and their interpretation and use in applications. 4 credits. 3 lectures, 2 recitations, and 2 peer-assisted learning (PAL) sessions per week. This course does not serve as a prerequisite to any higher math course, but does satisfy the CLE Mathematical Thinking requirement. Credit for this course will
not be granted if credit has already been received for MATH 1271, MATH 1281, MATH 1371 or MATH 1571H. Textbook
Hoffman and Bradley, 2009, Applied Calculus for Business, Economics, and the Social and Life Sciences, 10th Ed.

Liberal Education:  This course fulfills the Mathematical Thinking component of the Liberal Education requirements at the University of Minnesota.  An important part of any liberal education is learning to use abstract thinking and symbolic language to solve practical problems.  Calculus is one of the pillars of modern mathematical thought, and has diverse applications essential to our complex world.  In this course, students will be exposed to theoretical concepts at the heart of calculus and to numerous examples of real-world applications.

Comprehensive Final Exam: Monday, May 10 2010,

1:30pm-4:30pm, in Room TBA

DIS 21 meets with teaching assistant (TA) James Kolles on Tuesdays and Thursdays from 2:30PM-3:20PM in Appleby Hall 103.
DIS 22 meets with teaching assistant (TA) Yongqiang Chen on Tuesdays and Thursdays from 2:30PM-3:20PM in Armory 202.
DIS 23 meets with teaching assistant (TA) James Kolles on Tuesdays and Thursdays from 3:35PM-4:25PM in Eddy Hall 102.
DIS 24 meets with teaching assistant (TA) Yongqiang Chen on Tuesdays and Thursdays from 3:35PM-4:25PM in Vincent 211.
All DIS sections meet with PAL facilitator (PF) Alicia Rue on Mondays and Wednesdays from 6:00PM-6:50PM in Walter Library.
Room locations sometimes change at the last minute. You can check the latest locations at

Course Prerequisites
To be successful in this course you should have completed at least three and a half years of high school math, or obtained at least a
C- in Math 1031 or Math 1051 or the placement exam. It is crucial to have strong algebra skills to be successful in this class. If you
have any questions about your placement in this course, talk to me.
To be successful you must take an active role in your own instruction. You will be responsible for learning the material and for
getting help when you have questions. While in class you will be expected to make a good faith effort to learn the course material,
follow directions, and exhibit behaviors that will improve your chances for success. These behaviors include:
� Showing up for every class on time and prepared.
� Completing all assigned homework on time and with complete worked-out solutions.
� Asking questions when you don't understand something.
� Getting help outside of class from the free tutors (see below).
� Studying and working on math outside of class every day, seven days a week.
Credits and Workload Expectations
At the UMN, each class hour is designed to correspond to an average learning effort of 3 hours/week necessary for an average
student to achieve a C in the course. So, an average student shooting for a C (which is way too low a goal for a serious student)
taking Math 1142, which meets 5 hours/week, should expect to spend an additional 10 hours per week on coursework outside
the classroom. If math is a difficult subject for you or if you want to get a grade higher than a C then you will have to spend more
hours on it. The time you spend on this course will have a great payoff later on.
Course Difficulty
Please note that the class title does not mean the class requires less effort than other calculus classes. On the contrary, this class
moves at a faster pace than other calculus courses and covers a wider range of topics, with the notable exception of trigonometry in
just one semester. We will cover almost all of the material in the textbook. Math 1142 has a high rate of non-completion
(withdrawals and failures) for several reasons:
1. The course material is difficult and gets more difficult as the semester progresses. While difficult, the material can be
learned by most people.
2. Some students enter the course without a solid knowledge of high school algebra, either because they never learned it well
or because they have forgotten large chunks of it. The appendix in the textbook is a good review of high school algebra
but that goes very fast and is intended as a quick reminder of what you should already know rather than an in-depth
treatment of the material.
3. Many students are not prepared for the large amount of work it will take to learn all the material. It is important for you to
memorize many formulas and procedures, but even more importantly you must spend enough time so that you actually
understand the ideas and concepts which are the pieces that support the formulas and procedures.
4. The difficulty, level of abstraction, and expectations usually are much higher here at the U than in the high school.
Success in this course requires a commitment that goes far beyond memorizing and you'll need to practice working out
The primary source of new material in this course will be the Monday-Wednesday-Friday classroom lectures. Lectures are
designed to impart knowledge to you and are quite theoretical in nature. Lectures are not purely example based but introduce you
to concepts and their role within the topic. Attending the lectures is very important -- students who skip the lectures tend to fail the
Discussion/Recitation Sessions
Each Tuesday and Thursday, you will attend a discussion session that is lead by a teaching assistant (TA). The TA will provide
many examples and applications of the topics discussed in the lectures. The TA will answer your questions concerning the material
or the homework. Your TA will assign, grade, and return homeworks and quizzes. They will also keep a record of your progress in
the class and all queries about your grade should be addressed to them.
PAL Sessions
Each Monday and Wednesday, you will attend a Peer Assisted Learning (PAL) session where you will work with a PAL facilitator
(who is an undergraduate student) and your fellow students to actively solve problems using a structured approach. Most of the
problems you work on will be similar to exam problems in both content and level of difficulty. This is not a homework question
and answer session but a guided work session to help you internalize the process of solving mathematics problems.
Grading Policy
There will be weekly homeworks due on Tuesdays at the beginning of the discussion section. There will be weekly 10-minute
quizzes during the discussion section on Tuesdays. There will be 4 50-minutes midterms each between 3.35pm-4:25pm in the
regular lecture room on February 19 (Friday), March 12 (Friday), April 16 (Friday), and April 30 (Friday), and 1 comprehensive
three-hour Final on Monday, May 10 2010, 1:30pm-4:30pm, in Room TBA. These homeworks and exams will cover the work
done until the previous class.
The lowest score on the four midterm exams will be replaced by the final exam score (scale to be out of 100) if the lowest score is
less than the final score. In case a student has more than one exam with the same lowest score, the first exam score will be
The midterms and the final will be common exams, graded in common. The exams will NOT be all multiple choice. The final
counts for 30% of the student's grade. Yes, the grading will be CURVED. Generally, a student fails if his score is less than 1/2 the
best score in the class. Of course, just a little better than half does not guarantee passing. The final grade for this course will be
computed as follows:
Quiz 10% Every Tuesday for 10 minutes during the recitation section covering the material covered until the
homework submitted that day.
Homework 10% To be handed in on Tuesdays at the beginning of the discussion section
Exam #1 12.5% In-class exam covering Chapters 1 and 2 on Friday February 19.
Exam #2 12.5% In-class exam covering Chapters 3 and 4 on Friday March 12.
Exam #3 12.5% In-class exam covering Chapters 5 and 6 on Friday April 16.
Exam #4 12.5% In-class exam covering Chapter 7 and all the previous material on Friday April 30.
Final exam 30% Exam covering the entire course on Monday May 10 from 1:30 to 4:30 in a room to be announced in
lecture and posted on the Web. The room will most likely NOT be our regular lecture room. If you
don�t know where to go on exam day call the School of Mathematics at 612-625-4848.
Letter grades will most likely be assigned as follows:
Grade Total Points
A = 4.00 96-100 Represents achievement that is outstanding relative to the level necessary to meet course
A- = 3.67 90 - 96 requirements.
B+ = 3.33 86-90 Represents achievement that is significantly above the level necessary to meet course
B = 3.00 83-86 requirements.
B- = 2.67 80 - 83
C+ = 2.33 76-80 Represents achievement that meets the course requirements in every respect.
C = 2.00 73-76
C- = 1.67 70 - 73
D+ = 1.33 68-70 Represents achievement that is worthy of credit even though it fails to meet fully the course
D = 1.00 65 - 68 requirements.
F = 0.00 0 - 65 Represents a failure to meet course requirements.
S = none 73 - 100 Represents satisfactory achievement, i.e., is equivalent to a 2.00.
N = 0.00 0 - 73 Represents a failure to meet course requirements.
You may get your grades or transcript by going to One Stop:
Homework Problems
Practicing the skills you learn in this course is of utmost importance. In order to be able to use mathematics you must become
automatic at doing symbolic manipulation, such as simplifying expressions, solving equations, and working with functions. Like
learning to dance, to play the piano, or to read, learning mathematics involves lots of memorization of what people before you
have discovered and then your practicing it until it becomes second nature to you. As the problems become more difficult you will
have to perform basic operations and manipulations without even thinking. Doing mathematics is the only way you can learn it.
Homework is designed to get you to practice the skills and to help you figure out what you need to spend more time on. Be sure to
do every assigned problem and compare your answer with the one in the back of your textbook or Student Solutions Manual. Do
many more than the assigned problems if you are having difficulty with a particular topic.
Writing and Turning in Homework Assignments: You must clearly write out the solution to each assigned problem and
CIRCLE YOUR ANSWER. You will be graded on your written solution and not only your answer so be sure to SHOW YOUR
WORK. You may write on both sides of the paper but don't try to cram too much writing into a small space-spread out your work
so it is easy to read and follow.
Be sure to put the papers in order and staple them in the upper left corner and write your name and your student ID in the upper
right corner of the first page of the packet of papers. It is very important that you clearly identify it with both your name and your
Student ID on every piece of paper that you turn in so we can get it back to you correctly.
Homework Grading: To receive full credit for homework and exam problems, you must show the mathematical steps necessary
to solve the problems. Your written work is meant to "communicate" to us what you know about math, not just the answers, so
your work must be neat, organized, and complete. Each homework assignment will be worth a maximum of 10 points. Late
homeworks will not be accepted. Only best 10 scores will be counted so if you miss a homework, its score can be one of those
which are dropped.
There will be a quiz every Tuesday during the recitation for 10 minutes covering the material covered until the homework
submitted that day. The quizzes are designed to make sure you have been actually practicing regularly. They will be based on
homework problems and if you have done your homeworks properly you should be able to do the quizzes well. The quizzes are
closed book and notes but you may use a scientific calculator. Each quiz will be worth a maximum of 10 points. There will be no
make-up quizzes. Only best 10 scores will be counted so if you miss a quiz, its score can be one of those which are dropped.
The four 50-minute in-class midterm exams are closed book and notes but you may use a scientific calculator. They will be done
during a regular lecture class on the dates indicated on the lecture schedule. These exams will cover the work done until the
previous class. Because of the time constraint for the in-class exams, you must be very well prepared in order to work the problems
in the time allotted. Keys for the exams will be posted on the course webpage after the exams are handed in.
The final exam will be on common final exam day Monday, May 10 from 1:30 to 4:30 in a room to be announced later. The room
will most likely NOT be our regular lecture room. If you don't know where to go on final exam day call the School of Mathematics
at 612-625-4848.
The lowest score on the four midterm exams will be replaced by the final exam score (scale to be on 100) if the lowest score is less
than the final score. In case a student has more than one exam with the same lowest score, the first exam score will be replaced.
Absence from Exams
Make-up exams will be arranged only in rare cases. You are responsible for providing appropriate documentation before the
make-up exam takes place. For example, if you were deathly ill and could not make it to a test, contact me ASAP with a note from
your doctor. However, if you miss one of the four midterm exams, the zero score on that exam being your lowest score on the
midterms will be replaced with your final exam score in your total score calculation for the grade.
Earning Extra Credit
There are no opportunities for earning extra credit points. Your grade will be based solely on your scores on the graded materials,
which are homework and exams.
Policy on Calculators
Only scientific calculators may be used in exams. A scientific calculator is one that can calculate the values of the standard
algebraic and transcendental functions, but cannot display graphs of functions or do symbolic manipulations. In particular,
graphing calculators are not allowed.
Dropping dates
The schedule for dropping deadlines could be found at the following site:
Grades of I are subject to the approval of the Director of Undergraduate Studies of the School of Mathematics and are given only
on special circumstances in which the students have fulfilled all but a small portion of the work in the course, have a compelling
reason for the incomplete and must have a prior arrangement with the instructor before the end of the term as to how the
incomplete will be removed.
Student Conduct
The University of Minnesota Student Conduct Code governs all activities in the University, including this course. Students who
engage in behavior that disrupts the learning environment for others may be subject to disciplinary action under the Code. This
includes any behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning. The
classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based
requirements or related activities. Students responsible for such behavior may be asked to cancel their registration (or have their
registration canceled). For more information see
Scholastic Dishonesty
This includes plagiarizing, cheating on assignments or exams, using a graphing calculator while taking an exam, engaging in
unauthorized collaboration on academic work, and taking, acquiring, or using exam materials without faculty permission.
Scholastic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the
entire course. For more information contact the Office for Student Conduct and Academic Integrity, 211 Appleby Hall, 612-624-
The University of Minnesota is committed to providing a safe climate for all students, faculty, and staff. All persons shall have
equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age,
marital status, disability, public assistance status, veteran status, or sexual orientation. Reports of harassment are taken seriously,
and there are individuals and offices available for help. Contact the Office of Equal Opportunity and Affirmative Action
(, 419 Morrill Hall, 612-624-9547.
Complaints Regarding Teaching/Grading
Students with complaints about teaching or grading should first try to resolve the problem with the instructor involved. If no
satisfactory resolution can be reached, students may then discuss the matter with the Director of Undergraduate Studies of the
School of Mathematics, 115 Vincent Hall, who will attempt to mediate. Failing an informal resolution, the student may file a
formal complaint.
Disability Accommodations
If you feel that you have a learning disability that would prevent you from doing your best within that time frame you should
immediately contact the Office for Students with Disabilities to see if they can authorize accommodations for you. Reasonable
accommodations will be provided for students with disabilities on an individualized and flexible basis. The staff at Disability
Services will determine appropriate accommodations through consultation with the student. Information is available on their web
site at, by calling 612-626-1333 (for both voice and TTY), or by sending an email to
Mental Health Issues
Sometimes, coping with the stress of attending the University and dealing with your personal, family, and work life can be
overwhelming. We each battle stress in different ways and most of the time we can make it through the tough spots without
professional help. However, if you or a friend are having mental health issues that you cannot handle, you might want to take
advantage of the services offered by the University through it's mental health web site, This
site is designed for students, parents, faculty, and staff who are looking for student mental health information and related resources
at the University of Minnesota, Twin Cities campus.
Here are some specific resources that can help you:
� Boynton Health Service offers individual and couple counseling, urgent consultation, group therapies, medication
assessment/management, social work assistance, and chemical health assessment/treatment. Hours are Monday 8 am to 6
pm, and Tuesday through Friday 8 am to 4:30 pm. Consultation about student situations is available by phone at 612-624-
� University Counseling and Consulting Service offers both individual and group counseling
for a range of concerns including academic difficulties, career exploration, and personal concerns. Walk-in hours for
urgent student needs are Monday through Friday 8 am to 4:30 pm. Consultation about student situations is available by
phone at 612-624-3323.
� Disability Services provides assistance with academic accommodations for students with diagnosed
mental health conditions. Consultation regarding disability issues is available in-person or by phone 612-626-1333.
� Office of International and Student and Scholar Services assists international students and
scholars with many concerns, including stress and mental health issues. Confidential consultation is available at 612-626-
� Crisis/Urgent Consultation/After Hours Consultation is available 24 hours a day at 612-379-6363 or 1-866-379-6363
(toll free). If there is a life-threatening emergency, call 911.
Campus Based Problems and Concerns
The Student Conflict Resolution Center ( works with students to resolve campus-based
problems and concerns. The services are free and confidential.
Learning Assistance
Most students find the academic demands of attending college to be quite challenging, even students who have excellent grades in
high school. If you would like to get some help in areas such as how to read more efficiently, how to study better for tests, or how
to manage time more effectively you might want to check out the University Counseling and Consulting Services at
Resources to Help you Learn
You have chosen to attend a world class research university and that means our expectations of you are quite high. We will provide
you with the resources and environment you need to be successful, but it is up to you to work hard and to fully utilize these
resources. Here are some things that will help you succeed:
� Attend every class: You must show up to every lecture and discussion prepared and on time. There is a high correlation
between students who miss class and students who fail. If you don't need to attend class you are in the wrong course and
wasting your time and money.
� Participate in class: You must be actively engaged while in class and studying at home. If you don't become involved in
what you are doing you will not learn it very well.
� Use the textbook: I will not read the textbook to you; you will be expected to read the textbook before you attend the
lecture for each topic and I will highlight important points and do examples that illustrate the mathematical concepts and
procedures. If you don't understand something from the lecture or discussion go back to the textbook to get extra
instruction and clarification. The textbook is very well written but you still will have to read some sections several times
before you fully understand them.
� Get help from your instructors: If you have questions, ask us before, during, or after class or come to our offices during
office hours for extra help.
� Get help from your adviser: Your adviser is there to help you in any way he or she can. Ask your adviser any questions
you have on scheduling, requirements, child care, etc.
� Get help from free math tutors: Free tutors are available through the SMART Learning Commons on campus. They have
drop-in hours at four locations on campus (Walter Library on the East Bank, Wilson Library on the West Bank, Magrath
Library on the St. Paul campus, and one other location to be determined). Spring hours and room numbers will be posted
on their web site by 14 September.
In addition to drop-in tutoring, you can set up one-on-one appointments at On the web site, in the
Learning Consultants box, click the Make an appointment link.
Lecture, Exams and Homework Schedule
There will be weekly homeworks due on Tuesdays at the beginning of the discussion section. There will be weekly 10-minute
quizzes during the discussion section on Tuesdays. There will be 4 50-minutes midterms each between 3.35pm-4:25pm in the
regular lecture room on February 19 (Friday), March 12 (Friday), April 16 (Friday), and April 30 (Friday), and 1 comprehensive
three-hour Final on Monday, May 10 2010, 1:30pm-4:30pm, in Room TBA. These homeworks and exams will cover the work
done until the previous class.
The schedule for the class may change a bit from time to time so check the announcements for any major changes.

Week Lec/Dis Day Date Topic and Sub-topics
1 Lec Mon Jan 18 MLK Day
1 Dis Tue Jan 19 Introduction
1 Lec Wed Jan 20 Introduction
1 Dis Thu Jan 21 Algebra Review
1 Lec Fri Jan 22 Section 1.1,1.2  Functions and their graphs
2 Lec Mon Jan 25 Section 1.3,1.4  Linear functions and using linear functions to model real-world situations
2 Dis Tue Jan 26 Homework 1, Quiz 1, Review sections 1.1-1.4
2 Lec Wed Jan 27 Section 1.5  Limits
2 Dis Thu Jan 28 Homework 2, Quiz 2, Review sections 1.3-1.5
2 Lec Fri Jan 29 Section 1.5  Limits (continued)
3 Lec Mon Feb 01 Section 1.6  One-sided limits and continuity
3 Dis Tue Feb 02 Review sections 1.5,1.6  Continuity
3 Lec Wed Feb 03 Section 2.1,2.2  Derivatives and techniques of differentiation
3 Dis Thu Feb 04 Homework 3, Quiz 3, Review sections 2.1,2.2
3 Lec Fri Feb 05 Section 2.2  Derivatives (continued)
4 Lec Mon Feb 08 Section 2.3  Product and quotient rules
4 Dis Tue Feb 09 Review sections 2.2,2.3
4 Lec Wed Feb 10 Section 2.4  Chain rule
4 Dis Thu Feb 11 Homework 4, Quiz 4, Review sections 2.3,2.4
4 Lec Fri Feb 12 Section 2.5  Marginal analysis in economics and approximations
5 Lec Mon Feb 15 Section 2.6  Implicit differentiation with applications to related rates problems
5 Dis Tue Feb 16 Review sections 2.5,2.6
5 Lec Wed Feb 17 Section 3.1  Increasing and decreasing functions and relative extrema
5 Dis Thu Feb 18 Homework 5, Quiz 5, Review sections 2.6
5 Lec Fri Feb 19 Midterm 1
6 Lec Mon Feb 22 Section 3.2  Concavity and points of inflection
6 Dis Tue Feb 23 Review sections 3.1,3.2
6 Lec Wed Feb 24 Section 3.3  Curve-sketching
6 Dis Thu Feb 25 Homework 6, Quiz 6, Review sections 3.2,3.3
6 Lec Fri Feb 26 Section 3.4  Optimization and elasticity of demand in economics
7 Lec Mon Mar 01 Section 3.5  Additional applied optimization
7 Dis Tue Mar 02 Review sections 3.4,3.5
7 Lec Wed Mar 03 Section 4.1  Exponential functions and continuous compound interest
7 Dis Thu Mar 04 Homework 7, Quiz 7, Review sections 3.5,4.1
7 Lec Fri Mar 05 Section 4.2  Logarithmic functions
8 Lec Mon Mar 08 Section 4.3  Differentiation of exponential and logarithmic functions
8 Dis Tue Mar 09 Review sections 4.2,4.3
8 Lec Wed Mar 10 Section 4.4  Applications of exponential models in biology, physics, and financial math
8 Dis Thu Mar 11 Homework 8, Quiz 8, Review sections 4.3,4.4
8 Lec Fri Mar 12 Midterm 2
9 Lec Mon Mar 15 Section No Class - Spring Break
9 Dis Tue Mar 16 Section No Class - Spring Break
9 Lec Wed Mar 17 Section No Class - Spring Break
9 Dis Thu Mar 18 Section No Class - Spring Break
9 Lec Fri Mar 19 Section No Class - Spring Break
10 Lec Mon Mar 22 Section 5.1  Anti-differentiation and the indefinite integral
10 Dis Tue Mar 23 Review section 5.1
10 Lec Wed Mar 24 Section 5.2  Integration by substitution
10 Dis Thu Mar 25 Homework 9, Quiz 9, Review sections 5.1,5.2
10 Lec Fri Mar 26 Section 5.2, 5.3  The definite integral
11 Lec Mon Mar 29 Section 5.3  Fundamental Theorem of Calculus
11 Dis Tue Mar 30 Review sections 5.2,5.3
11 Lec Wed Mar 31 Section 5.4  Applying the definite integral, area between curves, average value
11 Dis Thu Apr 01 Homework 10, Quiz 10, Review sections 5.4,5.4
11 Lec Fri Apr 02 Section 5.5,5.6  Additional applications to business, economics, and the life and social sciences
12 Lec Mon Apr 05 Section 6.1  Integration by parts
12 Dis Tue Apr 06 Review sections 5.5,5.6
12 Lec Wed Apr 07 Section 6.1  Integral tables
12 Dis Thu Apr 08 Homework 11, Quiz 11, Review sections 6.1
12 Lec Fri Apr 09 Section 6.2  Introduction to differential equations
13 Lec Mon Apr 12 Section 6.2
13 Dis Tue Apr 13 Review section 6.2
13 Lec Wed Apr 14 Section 6.3  Improper integrals and continuous probability
13 Dis Thu Apr 15 Homework 12, Quiz 12, Review section 6.3
13 Lec Fri Apr 16 Midterm 3
14 Lec Mon Apr 19 Section 7.1  Functions of several variables
14 Dis Tue Apr 20 Review sections 7.1
14 Lec Wed Apr 21 Section 7.2  Partial differentiation
14 Dis Thu Apr 22 Homework 13, Quiz 13, Review sections 7.1,7.2
14 Lec Fri Apr 23 Section 7.2
15 Lec Mon Apr 26 Section 7.3  Optimization for functions of two variables
15 Dis Tue Apr 27 Review sections 7.2,7.3
15 Lec Wed Apr 28 Section 7.3
15 Dis Thu Apr 29 Homework 14, Quiz 14, Review section 7.3
15 Lec Fri Apr 30 Midterm 4
16 Lec Mon May 03 Review
16 Dis Tue May 04 Review
16 Lec Wed May 05 Review
16 Dis Thu May 06 Review
16 Lec Fri May 07 Review
17 Final Mon May 10 Final
Old:  <no text provided>