Basic Info

  • Instructor: Dave Feldman
  • Email:dfeldman@coa.edu
  • Pronouns: he/him/his
  • Problem Solving Sessions: TBA, in CHE 103
  • Teaching Assistants: Kamilah Bundang, Emiliana Reinoso, Alsu Shagieva, Noelle Stringer, Will Valenzuela-Tyson.

Course Goals

  1. Stay physically and mentally healthy and maintain intellectual and personal connection.
  2. Experience the challenge, joy, and beauty of calculus and mathematics in general.
  3. Improve your problem solving skills and mathematical confidence. Leave this course with an increased ability to do mathematics.
  4. Gain a firm, grounded, enduring understanding of one of the big ideas of calculus: the derivative.
  5. Be able to correctly perform mechanical calculations using the course content, apply problem solving skills to new areas, and effectively communicate problem solving strategies in writing.
  6. Have fun while learning a lot.

Course Structure and Pacing

This is the thirteen time I've taught this course, so I think have a very good feel for how this will go. There are a handful of enhancements to the course that I'm eager to try out this time around: lab sessions and some new assignments.

There are four parts to this class (corresponding to the first four chapters in the textbook), each with a distinct feel:

  1. Review of functions. This may seem both too slow and too fast at the same time. The last week of this part of the class is always difficult. Experience has shown, however, that the review of functions is definitely worth it. It is essential for the rest of the course.
  2. Introduction to the derivative. Here we will learn what the derivative is and what it means. This is more conceptual and sometimes seems odd to those used to less conceptual and more algebraic ways of thinking about math.
  3. Techniques of differentiation. Having learned what the derivative is, we now learn lots of short cuts to calculate it. This part of the class is the most traditional, in that you'll learn some formulas and techniques, and then do lots of practice of those techniques.
  4. Applications of derivatives. Here we will learn several different ways derivatives get used. This is the most applied part of the course. It is somewhat more difficult, but most students find it the most interesting, too, and a good way to end the class.

We will cover most of the first four chapters of the text, at a pace of approximately one section per class.

Class and Lab Meetings

  1. This class meets two times a week. Class usually will be a mix of me presenting stuff and you working on stuff in groups.
  2. Labs meet once a week. You only need to attend one lab session. Labs are an important part of the class. They are not optional.
  3. We will do a wide range of activities in labs. I'm excited to try out some new things. These will include both creative/artistic explorations and some physical experiments.

Homework and Exams

  1. There will be a homework assignment due almost every Friday. It is essential that you do these assignments, as this is how one learns math, and also this is most of what your evaluation will be based on.
  2. There will be two parts to almost every homework assignment:
    1. Problems to be submitted on WeBWorK
    2. Problems to be submitted on "paper" (a scanned pdf) on google classroom
  3. WeBWorK is an online homework system. I use this system even when the world is not in a global pandemic. There are three reasons why I use WeBWorK:
    1. You get instant feedback while doing the work, so you can learn right away from your mistakes. You can submit solutions many times until you get everything correct.
    2. Some problems are randomized so that you will all get slightly different versions of the questions. This means that collaborating with other students will be maximally effective, since you'll have to share solution methods and not just the final answer.
    3. Since the problems are automatically marked, I can spend more time helping you and won't have to spend as much time grading.
  4. If you need extra time for one or two of the homework assignments, it's not a big deal. But be mindful to not fall farther behind every week.
  5. I do not expect all of the homework assignments to be easy; I don't expect you to be able to sit down and do them easily the first time. Don't let yourself get frustrated. I strongly suggest working with others and seeking help if you need it.
  6. You are strongly encouraged to work together on homework. You can also consult me, class tutors, other faculty, friends, and family. However, the homework you hand in should represent your own understanding.
  7. As I plan on sending out homework assignments and other information via email/google classroom, it is important that you check your email/classroom regularly.
  8. In addition to weekly homework, there will be a few larger, synthetic, and hopefully creative and fun assignments. There may also be one or two short, un-timed, open-notes exam-like assignments.
  9. You will want to have at your disposal a scientific calculator or phone/tablet app. I strongly suggest an actual calculator. You do not need a graphing calculator for this course (or, in my opinion, ever). For some of the labs you (or your lab partner) will need a laptop or tablet.

Help Sessions

The Teaching Assistants and I will have a handful of help sessions every week. You are warmly invited and encouraged to attend these sessions. Help sessions are relaxed, informal, and hopefully fun. Things that happen at help sessions:

  1. The TAs and/or I am around to offer help on the homework.
  2. Some students do most of the homework while at a help session. They work through problems alone or with others, and find it comforting to know that help is immediately at hand if needed.
  3. Others do the problems at home and come to the help session with specific questions.
  4. Help sessions are also a chance to ask general questions about the course. Conversations also sometimes wander into other areas: politics, the state of the world, what's for dinner, what classes are offered next term, and so on.
  5. I am aiming to have coffee/tea and snacks available at most help sessions. I can't promise this will always work out, but we'll give it a try.
  6. Help sessions are a great way to meet other students in the class.

Everyone is welcome at help sessions! Attending these sessions help students do well in the class and get as much out of it as possible.

You should also feel free to reach out to me and the Teaching Assistants with questions. If you're stuck on a problem, it might help to take a photo of what you've done so far and include it in an email to us. We might be able to help you with a short email, or we could set up a time to meet on zoom

Diversity and Inclusion

It is my intent that students from all backgrounds and perspectives be well served by this course, that students' learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength, and benefit. It is my intent to present materials and activities that are respectful of diversity: gender, sexuality, disability, age, religion, socioeconomic status, ethnicity, race, and culture.

Learning about diverse perspectives and identities is an ongoing process. I am always looking to learn more about power and privilege and the harmful effects of racism, sexism, homophobia, classism, and other forms of discrimination and oppression. Your suggestions are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally, or for other students or student groups. If something was said or done in class (by anyone, including me) that made you feel uncomfortable, please talk to me about it. You can also reach out to Provost Ken Hill, or Associate Deans Bonnie Tai or Jamie McKown.

Evaluation

Roughly...

  • Weekly Homework Assignments: 60 percent.
  • Lab Assignments: 20 percent.
  • Midterm: 10 percent.
  • Final: 10 percent.

I do not have any quota of A's, B's, etc. This is an unusual time. I'd strongly consider taking this class without letter grades. Perhaps for some of you not having letter grades will reduce anxiety. I'm happy to talk through options if anyone wants.

Textbook

I will be more or less use the following textbook for Calculus I in fall 2022 and Calculus II in winter 2023: 5th edition, Hughes-Hallett et al, Calculus. Single variable. Paperback: ISBN-10: 0470089156. ISBN-13: 978-0470089156 Hardcover: ISBN-10: 0470131594. ISBN-13: 978-0470131596. More recent editions of this book are very similar.

You do not need to buy a copy of this book. We are covering standard topics in this class, and there are many good online calculus resources. If you want a physical calculus book to use, I have many to loan out.

Standard Disclaimers

  • You should expect to spend a minimum of 150 academically engaged hours associated with this one-credit course. These 150 hours will be spent roughly as follows: 3 hr/wk in class, 1.5 hr/wk in lab, 1 hr/wk reading, 9.5 hr/wk on homework.
  • By enrolling in an academic institution, a student is subscribing to common standards of academic honesty. Any cheating, plagiarism, falsifying or fabricating of data is a breach of such standards. A student must make it his or her responsibility to not use words or works of others without proper acknowledgment. Plagiarism is unacceptable and evidence of such activity is reported to the academic dean or his/her designee. Two violations of academic integrity are grounds for dismissal from the college. Students should request in-class discussions of such questions when complex issues of ethical scholarship arise.