MATH 1571h -- Changes

Thu Aug 19 09:59:43 2010

College:	New: TIOT - College of Science and Engineering Old: TIOT - Institute of Technology
Editor Comments:	New: This is a copy of MATH 1571: Honors Calculus I, modified for validation by CLE for the math thinking requirement. Old: This is a copy of MATH 1571: Honors Calculus I
Proposal Changes:	New: <no text provided> Old: Removed "prereq IT Honors office approval" as permission for entry is now UHP rather than ITH; changed "meets Honors req of Honors" to "meets HonorsUHP req of UHP".
Faculty Sponsor Name:	New: Lawrence F. Gray (DUGS) Old: David Frank
Faculty Sponsor E-mail Address:	New: gray@math.umn.edu Old: frank@umn.edu
Student Learning Outcomes:	* Student in the course: - Can identify, define, and solve problems New: 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. Every assignment, exam, and lecture focuses on problem-solving, and students will have ample feedback about their problem-solving skills in this course. Old: unselected
Requirement this course fulfills:	New: MATH - MATH Mathematical Thinking Old:
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 University�s 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. New: Math 1571H is the honors version of our regular Calc I (Math 1271), which has already been approved by the CLE for the Math Thinking requirement. This 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 is one of the pillars of modern mathematics, and it has important applications in science and everyday life. 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 two hours 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 4 years of high school mathematics. Math 1571H is offered every Fall semester. The course is taught by regular faculty. Old: <no text provided>
Provisional Syllabus:	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 http://www.fpd.finop.umn.edu/groups/senate/documents/policy/semestercon.html . 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: (This is a copy of an actual syllabus for Math 1571H, modified to include a Liberal Education statement) MATH 1571, FALL 2009 Information: Lecturer: Daniel Spirn Office: 112b Vincent Hall Mailbox: 107 Vincent Hall Phone: 612-625-1349 e-mail: spirn@math.umn.edu Course website: http://www.math.umn.edu/~spirn Office Hours: Mondays 11:00 - 12:00, Wednesdays 2:20 - 3:20, by appointment TA: Alex Miller, Sections 11 and 12 mill1966@math.umn.edu Course Description: This course is an honors calculus class for students with a strong background in algebra, geometry, and trigonometry. You will be expected to be able to do algebraic and trigonometric calculations accurately and rapidly. The emphasis is on problem solving, on using calculus to find solutions to problems arising in other sciences and engineering, as well as mathematics. 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. Text Book: We will use George Simmons' Calculus with Analytic Geometry, 2nd edition, and we will cover Chapters 2-9, 15, 16 and portions of Chapter 1 and 17. Calendar: The course lasts the entire semester. You will meet in lecture on Mondays, Wednesdays, and Fridays in Akerman Hall, Room 209 10:10 AM - 11:00 AM There will be three exams during the semester, and they will take place on the following Fridays in Lecture: October 7th, November 4th, and December 2nd. The final exam will be held on December 17th, 1:30PM - 4:30PM. Grading: Here is a breakdown of how your grade will be determined: 35% Final exam 15% Three midterm exams (x 3) 20% Homework & Quizzes Final exam: The final exam will be cumulative, testing all of the material throughout the semester. The final is common to all sections of this course, and will be graded in common with all sections. Midterm exams: Each exam will be conducted during a regular lecture period. Before each midterm exam is given, I will announce exactly which material will be covered on the exam. For the dates of the midterm exams, see the calendar section of this syllabus. Homework & Quizzes: There will be homework assignments due nearly every week, and a schedule of homework assignments will be available online. Your TA will inform you on how the homework will be graded. There will be a few pop quizzes held during the recitation section. Absences and Make-ups Regular attendance is expected. You are responsible for any material and announcements made in class. A missed midterm can be made up only under very special circumstances. Absenteeism at the final exam is not tolerated. Incompletes will only be allowed to those who have taken all of the midterms, come to class regularly, and are sporting a grade of C- or better. Late Work All assignments are due at the beginning of class on the due date. No late work will be accepted without prior consent from your TA. Calculators You will want to have a scientific calculator, which has only one or two lines of display and has logarithmic and exponential functions (e^x, x^y, ln x, log x). If you show up with a graphing calculator on an exam, you will not be allowed to use it. Website The course website will have helpful information about the course. Practice problems will be posted there, as well as other announcements, and the assignment guide. Week Date Reading Homework Problems I Sept. 9 1.5-1.6, 2.1-2.4, 15.1-15.2 1.6: 1b, 2d, 2e, 2f, 2g, 2h, 2j, 3c, 3d, 4a, 4b, 4c, 5a, 5d, 5g, 7c, 7d page 50: 53 15.2: 3a, 3c, 4, 12 2.2: 1, 2, 5, 6, 7, 8 2.3: 24, 25, 27, 30, 37, 38, 39, 40, 41, 45 2.4: 8, 10, 12, 14, 15 Sept. 11 II Sept. 14 2.5-2.6, 15.3-15.4 2.5: 4, 5, 6, 8, 9, 15, 16, 18c, 18d, 20a, 20b, 20c, 20d, 20e, 20f, 20g2.6: 2, 5, 7, 11, 12, 14, 34, 35, 39, 4015.3: 3a, 3c, 16, 2315.4: 2, 3, 6, 18, 19, 23 Sept. 16 Sept. 18 III Sept. 21 3.1-3.4 3.1: 4, 6, 14, 18, 223.2: 8, 10, 14, 17, 383.3: 9, 14, 24, 26, 33, 36, 44, 45, 463.4: 2, 3, 4, 5, 6, 7, 9, 12, 21, 22, 23, 24, 30, 34 Sept. 23 Sept. 25 IV Sept. 28 3.5-3.6, 4.1-4.2 2.5: 2, 3, 4, 5, 9, 10, 29b, 34, 36, 37, 39, 40, 42, 463.6: 2, 3, 4, 8, 10, 124.1: 5, 12, 18, 20, 21, 22, 23, 25, 26b, 28, 30a4.2: 4, 12, 14a, 14b, 15, 16, 18, 19, 25, 27page 111-114: 5, 9, 40, 41, 43a, 43b Sept. 30 Oct. 2 V Oct. 5 Oct. 6 Review Oct. 7 Midterm I Oct. 9 VI Oct. 12 4.3-4.6, 16.1-16.3 4.3: 1, 2, 3, 4, 8, 10, 11, 18, 29 4.4: 2, 3, 4, 5 4.5: 2, 4, 5, 9, 10, 13 4.6: 1, 2a, 5, 9, 10, 13 16.1: 1e, 2i, 6b 16.2: 1a, 4a, 4g, 4m, 5a, 6e, 8a, 10b 16.3: 3, 9, 11, 12, 16 Oct. 14 Oct. 16 VII Oct. 19 5.1-5.5 5.2: 1, 6, 11, 12, 13, 14, 20, 21, 23 5.3: 3, 9, 13, 14, 32, 33, 42, 49, 56, 68, 69 5.4: 2, 3, 5, 10, 12, 14, pp. 188-189: 34, 40 Oct. 21 Oct. 23 VIII Oct. 26 6.1-6.7 6.3: 2c, 2f, 3, 5 6.5: 1 6.6: 3, 4, 8, 10, 15, 16, 22, 38, 39, 42 6.7: 2, 3, 4, 8, 9, 11, 13, 14, 15, 16b, 16c Oct. 28 Oct. 30 IX Nov. 2 Nov. 3 Review Nov. 4 Midterm II Nov. 6 X Nov. 9 8.1-8.4 8.2: 3b, 3d, 4b, 4d, 5, 7 8.3: 4, 6, 12, 16, 22, 25a, a5e, 29 8.4: 1e, 1h, 1j, 2c, 2j, 4b, 4d, 4g, 4k, 5b, 5d, 5f, 5h, 5i, 5j, 5k, 5l, 16, 18, 21, 22b, 22d, 23 Nov. 11 Nov. 13 XI Nov. 16 7.1-7.5 7.2: 6, 10, 14, 15, 18, 24, 26, 27, 29 7.3: 1d, 2, 4, 6, 7, 11, 13, 17, 18 7.4: 1, 3, 4, 5, 6, 7, 8, 9, 10 7.5: 2, 4, 6, 8 Nov. 18 Nov. 20 XII Nov. 23 16.4-16.5, 7.6-7.8 16.4: 4, 5, 6, 11b, 12* 16.5: 5, 9, 10, 12 7.6: 2, 4, 6, 7, 8, 9, 10, 11 7.7: 2, 3, 4, 6, 8, 14, 16, 18, 19, 21 7.8: 4, 6, 8, 11, 13, 14 Nov. 25 Nov. 27 Thanksgiving XIII Nov. 30 <!--[if Dec. 1 Review <!--[if Dec. 2 Midterm III Dec. 4 XIV Dec. 7 8.5-8.6, 9.3-9.5, 17.1-17.4 8.5: 6, 7, 11, 13, 14 8.6: 8, 10 page 290: 44, 47 9.3: 26, 29, 30 9.4: 24, 25 9.5: 10, 12, 18, 20, 22, 24, 26, 28 17.1: 4, 5, 6, 8, 9, 10, 15 17.3: 1, 2, 3, 4, 5, 10, 14 17:4: 3, 4, 6, 8, 10, 12 Dec. 9 Dec. 11 XV Dec. 14 Review Dec. 16 Review Old: <no text provided>

College:

New: TIOT - College of Science and Engineering
Old: TIOT - Institute of Technology

Editor Comments:

New: This is a copy of MATH 1571: Honors Calculus I, modified for validation by CLE for the math thinking requirement.
Old: This is a copy of MATH 1571: Honors Calculus I

Proposal Changes:

New: <no text provided>
Old: Removed "prereq IT Honors office approval" as permission for entry is now UHP rather than ITH; changed "meets Honors req of Honors" to "meets HonorsUHP req of UHP".

Faculty
Sponsor Name:

New: Lawrence F. Gray (DUGS)
Old: David Frank

Faculty
Sponsor E-mail Address:

New: gray@math.umn.edu
Old: frank@umn.edu

Student Learning Outcomes:

* Student in the course:

- Can identify, define, and solve problems

New:

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.

Every assignment, exam, and lecture focuses on problem-solving, and students will have ample feedback about their problem-solving skills in this course.

Old: unselected

Requirement
this course fulfills:

New: MATH - MATH Mathematical Thinking
Old:

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 University�s 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.

New:
Math 1571H is the honors version of our regular Calc I (Math 1271), which has already been approved by the CLE for the Math Thinking requirement.

This 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 is one of the pillars of modern mathematics, and it has important applications in science and everyday life. 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 two hours 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 4 years of high school mathematics. Math 1571H is offered every Fall semester. The course is taught by regular faculty.
Old:
<no text provided>

Provisional
Syllabus:

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 http://www.fpd.finop.umn.edu/groups/senate/documents/policy/semestercon.html . 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: (This is a copy of an actual syllabus for Math 1571H, modified to include a Liberal Education statement)

MATH 1571, FALL 2009

Information:

Lecturer: Daniel Spirn
Office: 112b Vincent Hall
Mailbox: 107 Vincent Hall
Phone: 612-625-1349
e-mail: spirn@math.umn.edu
Course website: http://www.math.umn.edu/~spirn

Office Hours:
Mondays 11:00 - 12:00,
Wednesdays 2:20 - 3:20,
by appointment

TA:
Alex Miller, Sections 11 and 12 mill1966@math.umn.edu

Course Description:

This course is an honors calculus class for students with a strong background in algebra, geometry, and trigonometry. You will be expected to be able to do algebraic and trigonometric calculations accurately and rapidly. The emphasis is on problem solving, on using calculus to find solutions to problems arising in other sciences and engineering, as well as mathematics.

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.

Text Book:
We will use George Simmons' Calculus with Analytic Geometry, 2nd edition, and we will cover Chapters 2-9, 15, 16 and portions of Chapter 1 and 17.

Calendar:
The course lasts the entire semester. You will meet in lecture on Mondays, Wednesdays, and Fridays in

Akerman Hall, Room 209 10:10 AM - 11:00 AM

There will be three exams during the semester, and they will take place on the
following Fridays in Lecture: October 7th, November 4th, and December 2nd. The final exam will be held on December 17th, 1:30PM - 4:30PM.

Grading:

Here is a breakdown of how your grade will be determined:
35% Final exam
15% Three midterm exams (x 3)
20% Homework & Quizzes

Final exam: The final exam will be cumulative, testing all of the material throughout the semester. The final is common to all sections of this course, and will be graded in common with all sections.

Midterm exams: Each exam will be conducted during a regular lecture period. Before each midterm exam is given, I will announce exactly which material will be covered on the exam. For the dates of the midterm exams, see the calendar section of this syllabus.

Homework & Quizzes: There will be homework assignments due nearly every
week, and a schedule of homework assignments will be available online. Your TA will inform you on how the homework will be graded. There will be a few pop quizzes held during the recitation section.

Absences and Make-ups

Regular attendance is expected. You are responsible for any material and
announcements made in class. A missed midterm can be made up only under
very special circumstances. Absenteeism at the final exam is not tolerated. Incompletes will only be allowed to those who have taken all of the midterms, come to class regularly, and are sporting a grade of C- or better.

Late Work
All assignments are due at the beginning of class on the due date. No late work will be accepted without prior consent from your TA.

Calculators

You will want to have a scientific calculator, which has only one or two lines of display and has logarithmic and exponential functions (e^x, x^y, ln x, log x). If you show up with a graphing calculator on an exam, you will not be allowed to use it.

Website

The course website will have helpful information about the course. Practice problems will be posted there, as well as other announcements, and the assignment guide.

Week        Date        Reading        Homework Problems
I        Sept. 9        1.5-1.6, 2.1-2.4, 15.1-15.2        1.6: 1b, 2d, 2e, 2f, 2g, 2h, 2j*, 3c, 3d, 4a*, 4b*, 4c*, 5a, 5d*, 5g, 7c, 7d*
page 50: 53
15.2: 3a, 3c, 4*, 12*
2.2: 1, 2, 5, 6*, 7, 8*
2.3: 24, 25, 27, 30*, 37, 38*, 39, 40, 41*, 45
2.4: 8*, 10, 12*, 14*, 15
        Sept. 11

II        Sept. 14        2.5-2.6, 15.3-15.4        2.5: 4, 5, 6, 8*, 9, 15, 16*, 18c, 18d*, 20a, 20b, 20c, 20d, 20e*, 20f, 20g2.6: 2*, 5, 7, 11, 12*, 14*, 34*, 35, 39, 4015.3: 3a, 3c, 16*, 23*15.4: 2, 3, 6, 18*, 19, 23*

        Sept. 16
        Sept. 18
III        Sept. 21        3.1-3.4        3.1: 4, 6, 14*, 18, 223.2: 8, 10, 14, 17, 38*3.3: 9, 14, 24, 26, 33, 36, 44*, 45, 463.4: 2, 3, 4*, 5, 6, 7, 9, 12*, 21, 22, 23, 24, 30, 34
        Sept. 23
        Sept. 25
IV        Sept. 28        3.5-3.6, 4.1-4.2        2.5: 2, 3, 4, 5, 9, 10*, 29b, 34*, 36, 37, 39, 40*, 42, 46*3.6: 2, 3, 4, 8, 10*, 12*4.1: 5, 12*, 18, 20*, 21, 22, 23, 25, 26b*, 28, 30a4.2: 4, 12*, 14a*, 14b*, 15, 16, 18, 19, 25, 27page 111-114: 5, 9, 40, 41, 43a, 43b
        Sept. 30
        Oct. 2
V        Oct. 5
        Oct. 6        Review
        Oct. 7        Midterm I
        Oct. 9
VI        Oct. 12        4.3-4.6, 16.1-16.3        4.3: 1, 2, 3, 4, 8*, 10, 11, 18*, 29*
4.4: 2, 3, 4*, 5*
4.5: 2, 4*, 5, 9, 10*, 13
4.6: 1, 2a*, 5, 9, 10*, 13
16.1: 1e, 2i, 6b
16.2: 1a, 4a, 4g, 4m*, 5a, 6e, 8a*, 10b
16.3: 3, 9, 11, 12*, 16*
        Oct. 14
        Oct. 16
VII        Oct. 19        5.1-5.5        5.2: 1, 6*, 11, 12*, 13, 14*, 20*, 21, 23
5.3: 3, 9, 13, 14*, 32*, 33, 42*, 49, 56*, 68*, 69
5.4: 2*, 3, 5, 10*, 12*, 14*,
pp. 188-189: 34, 40*
        Oct. 21
        Oct. 23
VIII        Oct. 26        6.1-6.7        6.3: 2c*, 2f*, 3*, 5
6.5: 1
6.6: 3, 4, 8*, 10, 15, 16*, 22, 38, 39, 42*
6.7: 2, 3*, 4, 8, 9, 11, 13, 14*, 15, 16b*, 16c*
        Oct. 28
        Oct. 30
IX        Nov. 2
        Nov. 3        Review
        Nov. 4        Midterm II
        Nov. 6
X        Nov. 9        8.1-8.4        8.2: 3b, 3d, 4b, 4d, 5, 7
8.3: 4, 6, 12, 16*, 22*, 25a*, a5e*, 29
8.4: 1e, 1h, 1j, 2c, 2j, 4b, 4d, 4g, 4k, 5b, 5d, 5f, 5h, 5i*, 5j*, 5k*, 5l, 16, 18, 21*, 22b, 22d*, 23
        Nov. 11

        Nov. 13

XI        Nov. 16        7.1-7.5        7.2: 6, 10, 14*, 15*, 18, 24, 26, 27, 29
7.3: 1d*, 2*, 4*, 6, 7*, 11, 13, 17, 18
7.4: 1*, 3, 4*, 5, 6, 7, 8, 9*, 10
7.5: 2, 4*, 6, 8
        Nov. 18

        Nov. 20

XII        Nov. 23        16.4-16.5, 7.6-7.8        16.4: 4, 5, 6*, 11b, 12*
16.5: 5, 9, 10*, 12*
7.6: 2, 4*, 6, 7, 8, 9, 10*, 11
7.7: 2, 3, 4*, 6, 8*, 14, 16, 18*, 19, 21*
7.8: 4, 6, 8*, 11, 13*, 14
        Nov. 25

        Nov. 27        Thanksgiving
XIII        Nov. 30

<!--[if         Dec. 1        Review        <!--[if
        Dec. 2        Midterm III

        Dec. 4

XIV        Dec. 7        8.5-8.6, 9.3-9.5, 17.1-17.4        8.5: 6*, 7, 11, 13*, 14
8.6: 8*, 10
page 290: 44, 47
9.3: 26, 29, 30
9.4: 24, 25
9.5: 10, 12, 18*, 20, 22, 24*, 26*, 28
17.1: 4, 5, 6*, 8, 9, 10*, 15
17.3: 1, 2*, 3, 4*, 5, 10*, 14
17:4: 3, 4*, 6, 8*, 10, 12*
        Dec. 9

        Dec. 11

XV        Dec. 14        Review
        Dec. 16        Review

Old: <no text provided>