Math 105-2: Calculus I

Syllabus and Course Info, Fall 1998

MWF 10:00--10:50A.M

Th 9:00--10:50P.M. in Olin 132

Final: 10:30A.M. Friday, 18 December

Administrative info.
Office: Olin 109A
Office Hours: Mo 2-4PM
Tu 10:15--12:30PM
Th 11:00--1PM
+ whenever I'm around and available
Phone: 465--2208
Math/CS WWW:
This page:
Grades: http://mathcs/~glarose/classes/calc/grades/
(username for the grade page is your first initial and last name --e.g., glarose; password is your student ID number)

Text: Calculus, 2nd edition, by Hughes-Hallett et al. We will cover most of chp 1--6 this semester.

Something else Character consists of what you do on the third and fourth try.

James A. Michener.

Goals: This is a first-semester, college-level course in calculus. Our goals are for us all, by the end of the semester, to

to have had fun accomplishing all of these, even if (or despite the fact that) it took a lot of time and effort.

Expectations:: Learning is done actively with work, not by sitting by and observing, and I therefore expect you to work hard to accomplish our objectives. However, work should not be onerous, nor should it be completed in a vacuum without assistance. You may therefore expect me to do everything possible to allow you to learn as much as possible and enjoy doing so.

Learning, and Course Organization: This course is like a health club: you have paid money to enter it and accomplish something which it facilitates, which will require a great deal of work on your part, and activities in which you may expect your `personal trainer' (me) to have structured to maximize your gain. This structural intent motivates all of the activities in the course: they are chosen to provide an environment in which learning occurs effectively---and require that

  1. we actively participate in and work at learning,
  2. we work cooperatively in groups---studies show that people learn and accomplish more than they could on their own when working with a group (being able to do this is also required by any professional career, from business to engineering!); and
  3. we articulate verbally and in written form the material that we are learning---it is also well-documented that such activity significantly enhances learning (and, of course, the ability to write precisely is demanded in any career).


24% Comprehensive Final
16% Projects
14% Homework, Labs & In-Class Work
8% Portfolios
3% Reading Homework
3% Communication Journals


(those activities formerly known as tests)

Another something ``One can't complain. I have my friends. Someone spoke to me only yesterday.''

A.A. Milne


Administrative Info

Gavin's Calc Syllabus
Last Modified: Sun Aug 23 16:22:51 CDT 1998
Comments to