Contact information: Office: Krieger 421; Phone: 6-7413;
E-mail:
wsw@math.jhu.edu
When and where: The lectures are MWF from 10:00 to 10:50 in Mergenthaler 111 and then a repeat from 11:00 to 11:50. Students are welcome to attend either lecture. For administrative reasons you must take your exams in the rooms assigned for your lecture unless you clear the change with me.
Text: Single Variable Calculus, Early Transcendentals, by James Stewart. 6th Edition. The book is required reading. In fact, you are technically required to read the book before I lecture on the material. That way I can feel free to cover the material, or not, in lecture, since I know you have already read it. At any rate, if it is in the reading assignment then you are responsible for it whether I mention it in lecture or not. From the syllabus you can usually tell what I am about to lecture on so you'll know what to read. Actually, there is too much stuff in the book for me to lecture, in detail, on all of it anyway. Thus you should read the material both before and after the lecture. If you don't, then don't expect to do well. There is a small note about how to read a math textbook on the web page for the course.
Homework: I will try to post homework late Wednesday. Homework will be due at the beginning of the next week's section meeting (Tuesday or Thursday). The homework will normally cover the material in the lectures for the previous week. You are allowed, even encouraged, to do your homework in groups. Everyone must hand in their own homework though. Homework will only be used to help decide borderline grades. Of course, with 12 grades (don't forget the plus and minus grades) there are a lot of borderline cases. The way this is implemented is I find an approximate place to draw the line between two grades (say B and B-). I then look at everyone above and below, but near, that fuzzy line. If they didn't do the homework regularly then they end up below the line (whether they started above it or below it) and if they did the homework then they might end up above it (or below it). The only sure thing is that if you don't do the homework regularly then you'll be below the line. However, homework is THE essential educational part of the course. You will be graded mostly on your ability to work problems on exams. You cannot work problems on exams if you have not worked lots of problems before the exam, thus: homework. If you misuse homework by not doing it yourself, or not checking that you can solve a problem on your own after having been shown how to do it, then your exam scores and corresponding grade will be disappointingly low. My experience with homework is that students with slightly lower than average scores on homework tend to have higher grades on exams. Both are because they did the homework on their own. It is also my experience that pretty much the only students who don't do the homework are those in the D and F category. Late homework is not acceptable. Work something out with your Teaching Assistant about how to turn in a homework if you cannot go to class. DO NOT GIVE IT TO ME. The TAs deal with the homework.
Old Exams: Old exams are somewhere. I believe they are on file somewhere in the library or on the math dept website. If you poke around on other professor's web sites you can find their old course pages and, frequently, their old exams. I haven't taught this course for (yikes!) 10 years. However, I managed to find my old exams for that year. I don't know how relevant they are to this year as we have a different textbook and we've changed the syllabus a bit.
As with homework, I encourage you to work in groups on any old exams you find. They are very good study materials and solutions are not always available. However, as with homework, you must use the groups carefully or they will work against you rather than for you. So, some suggestions for study groups. All members should work all problems before the study group meets. At the meeting, the group should hash out differences and help those who couldn't work certain problems. The day after the group each student should work those problems they couldn't work before. A student who goes to a study group and ``learns by watching'' is not likely to do well in the course. I do not grade on the basis of how well you can watch others do problems.
Sections: You must be very careful to physically go to the section you are officially signed up for since that TA will be the one who gives you your grades. There will be quizzes every week in section and they will count a lot towards your grade. Quiz scores cannot move from one section to another. Neither I nor the TAs can move you from one section to another. You should go to the math department office and learn what they say there about how to switch sections (or get into one if that is the problem). Do not bring this problem to either me or a TA as we are not authorized to do anything about it.
Exams: I traditionally assign seating for exams. Come early enough so you can find your seat if I do. Bring your I.D. Do not have any math books or papers anywhere near you. Official grading policy gives you a zero for the exam if you break rules. If you miss an exam with a good excuse then see me as soon as possible. There will be no makeup exams. For excused absences, the grade for a missed exam will be a weighted average of other exam grades. The TA will hand out the exams in section when they are graded. We sometimes make mistakes when we grade exams. Check yours over carefully to see that it was graded properly and the score was added correctly. Do this before you take it out of the room. If you take an exam out of the room we assume that you accept the grade and it will not be changed after that under any circumstances. If you are not sure, return it to the TA and look at it later with the TA.
Personal Problems: If you anticipate, or actually experience, serious problems with an exam because you have physical, mental or psychological problems, then come and talk to me, preferably before the exam, but better late than never. Exams are for the purpose of finding out if you know the material, not to see if you can function when your mother just ran off with a Hitler clone, your girl/boy-friend just ran off with your roommate or any of the other natural and unnatural disasters which happen to students every year. If you need some sort of special consideration because of a disability or other reason then you should let me know in a timely fashion. If you freak or freeze during an exam then tell me then, during the exam, don't wait to tell me the next day. Read that last sentence again and remember it so that it floats to the surface if all other mental functions fail you.
Grades: Roughly speaking, depending on how the class goes, you can sort of expect that the middle grade might be about a B- and about 30% of the class might get As. However, if you all learn the material really well then I would be delighted to give you all As. I like to give hard exams because I don't think the best students should be cheated out of their tuition; they should have something to do too. So, don't get demoralized if the average is 50%, I grade on the proverbial `curve'. I will give two midterm exams, each worth 20%. All of the weekly section quizzes combined will also count 20%. We will drop the 3 lowest (or missed) weekly quizzes before we figure this grade so there will be no makeup quizzes unless you have a major medical excuse for 4 quizzes. In the unfortunate event that you are in this bad a shape then you are probably not doing well in anything you are taking and your semester is doomed, however, we will make allowances if this does happen. The final will count 40%. I adjust the lowest of the 3 20% grades up to the middle one. This is done after I have adjusted the grades so they can be compared. If you do better on the final than you have during the term (after I have adjusted the numbers so I can compare them) then I will give a fudge factor for that equivalent to counting the final 60%. I adjust things so that fully 1/2 of the class gets this fudge factor. I reserve the right to count in-class participation towards (or against) the grade but should point out that I have never done it. Each section will be graded on the homework and quizzes by their TA. Grading will not be consistent from section to section. However, I will adjust the grades of each section so that they are comparable and no section will be hurt because of a `tough' grader or helped because of an `easy' grader. The TA does not actually carefully grade the homework. The TA will just tell me if the homework has been done faithfully or not and comment on a few problems. The best way to be sure you are doing the homework correctly is to join a study group. You can ask your TA to help set up study groups.
Every semester there are a number of students who are unhappy with their course grade. Only one or two of these students push very hard for a grade change. These students are usually ones who neglected some important part of the course like doing the homework, studying, or they missed more than 3 quizzes and want some sort of special consideration. Special consideration is patently unfair to all of the other students. I will not do something for one student that I would not do for all. I will not be unfair to the many students who would like a better grade but who do not bug me daily for a week or two. Students who do push hard for a grade change will experience my insistence on fairness for all students as personal brutal abuse. I will be able to defend any grade I give and my chairman and my dean will back me up. The point of this little tirade is two-fold. First, I would really like to save the incredible amount of time these one or two students cost me each semester, and, second, I want to reassure all of the other students that I will not unfairly change someone else's grade just because they made a pest of themselves. I take grades seriously because I know most students do too. That means that they should be fair.
HELP! The department runs a help room, Krieger 213, which is open most of the day; check door for times. This is the easiest, most convenient way to get help if you need it. It is there right when you want it. My office hours are Monday and Wednesday, 9:00-9:50. I am also available by appointment and you can always send me an email at any time. Also, feel free to grab me after class as I am almost always available right then.
HOURS YOU OWE:
This is a 4 credit course.
I assume that you take 15 credits and you work 45 hours a week.
You should, of course, work a lot more than that.
That means you owe this course
hours, minus the 4 in class
if you come, to get 8.
If you are not working 8 hours outside class
then don't be surprised if you're not doing
well.
You should also think that 8 hours is just about right to
get a B-/C+.
Work harder before you complain or even before you ask for
too much help.
You are not working hard in this course until you put over 12 hours
a week into it outside of class if you come to class, 16 if
you don't.
If you are taking more than 15 credits then you have chosen to work more
hours.
BOSS: I'm the boss for the course. If the TA tells you something that contradicts what I said, get it straightened out. This could be quite serious. If they tell you quizzes don't count and so you don't bother to take them then you lose. We have very good TAs so I do not anticipate any problems, but if you have problems with your TA then you must bring it to my attention as quickly as possible if you want the problem to end. For some reason students don't take this admonition seriously. If you have complaints about your TA then see me about them.
Study Habits: I should give you a little speech here about study habits. All of you are good enough to get an A in the course. What will determine the grade is a combination of motivation and study skills. Motivation shouldn't be a problem since the material is great and you are paying a fortune to get it (although I have met students who were unaffected by these motivational tools). Study skills are harder to come by. There are various things around to read like the little pamphlet, How to Study Calculus, by Larry Joel Goldstein. Also, on my personal web site there is something called the Mathematics Survival Guide that is well worth reading. In a nutshell though, the point is, you learn math by doing. You can watch people do math all day and not get much of an education. Do it. Work problems. Memorize every theorem and definition in the book. You need to know them all anyway, why make it up when you need it? Just learn it and remember it. Then work every problem you can find. If you get help from someone, then go back and work it again by yourself the next day. I cannot emphasize enough how important that last statement is. Read it again. Do it. Many of you will notice that there is a slight difference between this course and the last math course you took in high school. We have roughly 250 students in this course. How big was your last math class in high school? Did your teacher in high school actually know your name? Did you have to read the book to learn the material in high school or could you get it all out of the class? You MUST be able to read the book in this class.
Calculus II: Calculus I gave the basic introduction to Calculus concepts. If you have it down pat, then all other calculus courses are easy because they just keep applying those concepts over and over again. Calculus II is a bit of a hodge podge of different calculus topics. As such, it might seem a bit incoherent. However, there is a theme to the course and that is to develop the math that allows one to compute the values of functions. That sounds simple, but think about it. The only functions you really know how to evaluate are polynomials because you can just stick in numbers, multiply, divide, and add. All the other functions you know about, you just know how to evaluate at a few special points, like sin(x). So, what if you had to evaluate sine of 10 degrees, or tangent? What about ln(.5)? Or exp(.5)? As it turns out, you have a zoo of functions that you've worked with for some time, but the truth is, you don't know how to evaluate them. We will learn how to do that in this course. The way we do it here (there are other ways) is to approximate functions by polynomials. This is all great material. You'll love it. (Or else.)
From the Course Catalog:
110.108-109 (Q) Calculus I, II (Physical Sciences and Engineering)
Differential and integral calculus. Includes analytic geometry, functions,
limits, integrals and derivatives, polar coordinates, parametric equations,
Taylor's theorem and applications, infinite sequances and series.
Aplications to the physical sciences and engineering will be discussed, and
the courses are designed to meet the needs of students in these
disciplines.
4 credits
Final Exam: The date and time for the final exam for the course is 9 AM - 12 Noon, Friday, Dec 11.
Attendance: Not all students come to class every day. There are a couple of reasons why this can adversely affect a student's grade in the course. One type of student isn't really interested and doesn't really care. The consequences are obvious. Some just sleep better in a bed than in a class; I can sympathize with this. Another type of student learns better by reading and seldom gets much out of a lecture and so they don't go. (I was that type, and anyway, I've only recently learned how to sleep in lectures.) There is a problem with this too. During the lectures I let students know what I think is important in the course and it turns out that I make up the exams and I tend to put what I think is important on the exams. A student who doesn't pay any attention to what happens in class might miss this important connection. So, if you are among those who regularly cut class, I advise you to stay in close contact with someone who does go so that you will know what I am doing in class and what I think is important. You will not get that from the book. The point of this paragraph is that there are good students who don't come to class but who study very hard and then find that their decisions about what was most important to study were wrong. There are also those students who get the day of the exams wrong. A little contact with the class can help avoid those embarrassing situations.
Calculators: You will not be allowed to use calculators on your exams or quizzes in this course. Thus it is not a good idea to use them on homework since the homework is designed to prepare you for the exams and quizzes. The reason for this ``no calculator'' rule is simple. The purpose of this course is to give you a basic understanding of Calculus II and develop your problem solving skills in this new context. There is no mathematics concept in this course that requires the use of a calculator (or computer) for you to learn it or for me to test you on it. The same can be said for all previous mathematics that you have learned. Calculator dependency is a BAD thing. You can check my web page to see a paper that shows that the students at Johns Hopkins who had calculators ``encouraged and emphasized'' in K-12 had somewhat lower grades in their JHU mathematics courses. The paper shows that this is independent of math SAT scores.
Ethics: I have rarely had problems with cheating in my classrooms and I don't expect to have it in this class. If, however, you know of cheating going on or feel that anything about the course is unfair, then please, report it to me. In the event of cheating then let me know how it is being done so that I can stop it. Cheating does not cheat me but cheats the other students in the class since cheating that raises one person's grade can lower everyone else's class standing.
The Dean has asked us to put in a formal statement about ethics into the syllabus so here it is.
ETHICS SYLLABUS INSERT
Cheating is wrong. Cheating hurts our community by undermining academic integrity, creating mistrust, and fostering unfair competition. The university will punish cheaters with failure on an assignment, failure in a course, permanent transcript notation, suspension, and/or expulsion. Offenses may be reported to medical, law or other professional or graduate schools when a cheater applies.
Violations can include cheating on exams, plagiarism, reuse of assignments without permission, improper use of the Internet and electronic devices, unauthorized collaboration, alteration of graded assignments, forgery and falsification, lying, facilitating academic dishonesty, and unfair competition. Ignorance of these rules is not an excuse.
On every exam, you will sign the following pledge: ``I agree to complete this exam without unauthorized assistance from any person, materials or device. [Signed and dated]''
For more information, see the guide on ``Academic Ethics for Undergraduates'' and the Ethics Board web site (http://ethics.jhu.edu).
Each week explicit reading and homework assignments will be posted.
Roughly speaking, the general plan of the course.
Weekly Reading Assignments and Exam Dates:
First day of class is Wed Sept 2. There is no class
on Monday Sept 7.
We will cover sections 7.1-4, 9.1-3 and 9.5 during the month of September, ending with Exam #1 on Wed, Sept 30.
A rough, but not exact guide is 7.1 on 9/2, 7.2 on 9/4, 7.3 on 9/9 and 7.4 on 9/11. Then, leaving some slack, 9.1 on 9/16, 9.2 on 9/18, 9.3 on 9/21 and 9.5 on 9/23. This leaves some time for review or getting ahead, or making up time if we aren't on schedule.
We will cover sections 10.1-4, 7.8, and 11.1-? during the month of October, ending with Exam #2 on Friday, Oct 30.
A rough, but not exact guide is 10.1 on 10/5, 10.2 on 10/7, 10.3 on 10/9 and 10.4 on 10/12. Then, leaving some slack, 7.8 on 10/19. We will do some of Chapter 11 depending on how things go here.
We will cover 11.1-11 during November and the week in December, depending on how much of Chapter 11 we have left to do.
The Final Exam is Friday, Dec 11, 9am to noon.