Text: Calculus from Graphical, Numerical and Symbolic Points of View, Second Edition (Volume II).
                    by Arnold Ostebee and Paul Zorn, Brooks-Cole, 2002.

Grading: The grade will be calculated based on 5  components:
 

Homework Assignments: Practice is a primary component of the mathematical learning process; thus homework problems will be assigned on a daily basis. But beyond just providing practice, the problems I assign are meant to be extend and deepen the understanding you have gained from the reading and the class period. The problems are not always easy, but the thought that goes into them always pays off in the long run.

All of this means that much of the learning you do will be done outside of the classroom, but it doesn't mean that when class is dismissed you are on your own. I strongly recommend that you start on the homework as soon after class is over as possible. That way, if (when?) you get stuck on an assignment you can come to see me and get help before it is due.

No late assignments will be accepted.   The two lowest homework grades will be dropped before the calculation of the final homework average. In addition, assignments that are not turned in due to illness or other unexpected absences will be dropped if the absence is excused. If you have advance notice that you will be absent (whether or not the absence is excused) I expect you to make arrangements to turn in the assignment early or to have someone turn it in for you. (For example, sporting events, your sister's wedding, religious holidays, etc.)

Reading Responses: As we progress in the text you will be given regular reading assignments to help you prepare for the next class period. With each reading assignment you will be asked to answer two or three short questions on the reading.  For the most part, these questions will be short and easy to answer providing you have thoughtfully read the assignment.  Your grade on the assignment will be a 0, 1, or 2.

0     didn't turn it in or that what you turned in did not in any way indicate that you had read the assignment.
1     turned something that showed some understanding of the reading, but that in my opinion was not sufficiently thoughtful.
2     means you obviously read the material and answered the questions.

You will send your responses to me by e-mail.  They will be due by 2 p.m. on the day before the next class meeting.  (Every e-mail message automatically comes with a time and date on it, so I will have an accurate record of when you sent the message.)  In other words, if I give a reading assignment on Monday, your e-mail responses will be due by 2 p.m. on Tuesday.  For assignments given on Wednesday, your responses will be due by 2 p.m. on Thursday.  The Friday reading assignments will require you to respond by 2 p.m. on Sunday.  (It is worth noting that because your responses will be submitted by e-mail, I will have to construct questions whose answers will require very little (if any) mathematical notation.  Your responses will be limited to the keys on the keyboard!)  I will use your responses/comments to help me target the next lecture to your needs.  (I do not return the reading responses, but you are free to check on your progress or otherwise consult with me at any time.)

Papers: Being able to express yourself in writing is important in mathematics, as it is in any other field of endeavor. During the semester you will be asked to write two short papers on topics relevant to the class. For each of these papers you will be working with one or two partners. Your group will turn in a single paper and, except in extraordinary circumstances, each member of the group will receive the same grade.

The process of writing a paper has two major components, each of which should constitute about half the work on the paper. The first is to work out the mathematical details of the topic that you have been assigned. The second is to make sense of those mathematical details and to organize them into a coherent narrative. The paper may very well include symbols, computations, and graphs; however, these will need to be accompanied by generous verbal explanations that explain the mathematical ideas.

Writing math papers:  Write as if your intended audience was a fellow student in the course who has not considered the question you have been asked to write on.  In other words, the instructor is not your intended reader; you are writing to a first-time student of calculus who knows only what you knew when you began to work out the details of the topic on which you are writing. The essay must not assume your reader has access to a statement that defines the problem.  You thus need to provide introductory material and diagrams that set up the problem as well as explaining the solution to it.  Turn in a single paper for your group.

Maple and the Maple quiz. In this course you will be using a powerful mathematical software package called Maple. It will be an integral part of the course, so you will be expected to become rapidly comfortable with its basic features. You will be given an introduction to the package early in the semester and there will be a short 15 minute quiz on its use about a week later.

Antidifferentiation "Gateway" Exam. In a nutshell, the calculus is a coherent set of ideas that describe change using mathematics. Whereas symbolic manipulation is not the central idea of the course, it is the language in which we describe the mathematical ideas of the calculus and a powerful set of tools that help us use those ideas to answer questions that interest us---essentially, the grammar rules that we add to English grammar to help us speak the language of calculus. It is imperative that you obtain sufficient facility with symbolic manipulation that the manipulations themselves do not form a barrier between you and the ideas that they represent. They have to become part of the background.

The gateway exam is a purely computational exam, designed to make sure that you are obtaining the analytical (grammatical) skills that you need to do calculus.⁽¹⁾ The Gateway exam will cover all of the essential rules of antidifferentiation/integration, and will consist of five problems that test a student's ability to apply these rules correctly. To pass the gateway exam you must present correct solutions to all  five problems on the exam.
 

There are no errors that "don't count."  Leaving out a parenthesis, or putting equal signs between things that are not equal are errors, and will be treated as such. Our ability to use the grammar correctly affects out ability to think about and express mathematical ideas.  I expect you to use all aspects of symbolic grammar correctly;  nevertheless, I recognize that sometimes one makes a the written equivalent of a typo.  So you will be allowed up to one minor notational error on the gateway exam.

The gateway exam will be given in class a few days after all the techniques of integration are covered. If you pass the gateway exam the first time you take it, you will receive the entire 10% plus a 2% bonus for getting it right the first time. (That is, a total of 12% out of 10% possible!) If you do not pass the exam the first time, you will need to take the exam outside of class hours by arrangement with Prof. Schumacher. You will be allowed to take at most two retakes per week and at most one per day. You will not be allowed to take a gateway exam after 4 p.m. on Tuesday, Dec 12 (the last day of classes). If you pass the gateway within three weeks after it is first offered in class, you will receive the full 10% credit. If you pass it after this time you will receive 5% (half of the total possible). If you do not pass the exam, of course, you will receive no credit for this aspect of the course.

Tests: You will have three major tests during the semester. The second will cover mostly the material which has been covered since the first test; likewise, the third will cover mostly what has been covered since the second. However, you will be responsible for all the material covered in the course in as much as it relates to the topics being tested. 

Test and Quiz dates

Maple Quiz	Wednesday, September 7, 2005	*
First Test	Wednesday, September 21, 2005
Gateway Exam	Monday, October 3, 2005
Second Test	Wednesday, October 19, 2005
Third Test	Friday, November 18, 2005	Day before Thanksgiving Break
Final Examination	Saturday, December 17, 2003	From  8:30-11:30 a.m.

Note the timing of the third test. Do not plan to leave early for Thanksgiving break. If you are accepting a ride from someone else make sure they understand that you will be busy until 10 a.m. on that day. If you plan to fly home make your reservations early so that  flights won't get booked up. (The same goes for travel plans at the end of the semester.)  If you cannot attend the final exam due to illness or another unforseen  emergency,  permission to take the final at another time must be granted by the dean's office.  See the student handbook for details.

The final examination will be a cumulative three hour final held at the time specified by the registrar for period 2 .

Academic honesty: Though you are encouraged to work with other students on outside assignments, it is understood that every piece of written or computer-generated work that you submit must finally be your own. In any case, if you work with a fellow student or students, you should make a note of this on your paper. (There is no penalty for this! It is merely a matter of academic honesty.) If the assignment is a group assignment, the members of the group should contribute equally to writing the final product---in other words, don't put your name on a paper written by others. For further information, consult the student handbook or ask your instructor.
 

Resources for help: Prof. Schumacher is the primary source for help with the course. Do not hesitate to ask questions in or out of class.

And please don't consider office hours to be a resource of last resort. I consider them to be a part of the course like any other, and many of my very best students have been 'regulars' in office hours. There is much that I can do for you in a one-to-one situation that I simply cannot do in a group setting. You should take advantage of the fact that I am easily available to help you outside of class.

Other students in your class can also be a source of help. Having a classmate with whom to work and talk regularly about classwork is a well-known factor in improving performance in calculus. You need not look for a student who "knows more" than you do. This arrangement works best for both partners if the students who are working together are well matched in ability and background. In addition, upper-class student assistants will conduct evening help sessions for calculus students. Details about these problem sessions will be announced as soon as I know them.
 

Disabilities: If you have a physical, psychological, medical or learning disability that may impact your ability to carry out assigned course work, feel free to discuss your concerns in private with me, but you should also consult the Office of Disability Services at 5453. The Coordinator of Disability Services, Erin Salva (salvae@kenyon.edu), will review your concerns and determine, with you, what accommodations are appropriate. (All information and documentation of disability is confidential.) It is Ms. Salva that has the authority and the expertise to decide on the accommodations that are proper for your disability. Though I am happy to help you in any way I can, I cannot make any special accommodations without proper authorization from Ms. Salva.

1. The tests and the final will mostly emphasize the big ideas. Of course, when you write about anything, you need to be able to use good grammar. So in the course of the exams, you will certainly be expected to use the computational skills you acquire to talk about the ideas, but only incidentally.