Course Objectives
Communication
1. Writing mathematical statements using the language of Calculus.

2. Giving oral presentations presenting both mathematical content and background in a clear and concise manner.

Critical Thinking
1. Use the definitions and examples concerning Calculus to solve problems.

2. Read and explain mathematical arguments.

3. Using the logical structure of the language of mathematics and deductive reasoning to understand and construct mathematical arguments.

4. Demonstrate the ability to recognize and understand the validity of moderately complex theorems.

5. Understanding of the sequential nature of mathematics and the mathematical structures inherent in the content strands.
 

6. Understanding of the connections among mathematical concepts and procedures and their practical applications.

7. Understanding of and the ability to use the four processes -- becoming mathematical problem solvers, reasoning mathematically, and making mathematical connections -- at different levels of complexity.

8. Understanding of the history of mathematics, including the contributions of different individuals and cultures toward the development of mathematics and the role of mathematics in culture
and society.

9. Understanding of major current curriculum studies and trends in mathematics.

10. Understanding of the role of technology and the ability to use graphing utilities and computers in the teaching and learning of mathematics.

Knowledge of Technology
1. Using appropriate computational devices to solve problems and explain mathematical concepts.
 

Course Outline
We will cover most sections from Chapters 1-20.

Attendance
Attendance will not be taken. However since a lot of material will be covered each day, you will find it difficult to pass this course if you do not attend class.  (Keep reading.)

Homework
Homework will be assigned everyday. It will not be collected or checked. I suggest you take advantage of these assignments and do as many exercises as possible. (Keep reading.)

Quizzes
There will be at least one quiz every week. They will not be scheduled; all of them will be pop-quizzes. Each quiz will cover any new (or possibly old) material except material covered in the previous class. They will usually consist of two or three problems based on the homework assignments. There will be no quiz make-ups. To compensate for this the two lowest quiz scores will be dropped. Consequently, if you come to class and keep up with the homework assignments, you should have no problem with the quizzes. However, if you do not come to class you might miss a quiz, and if you don't do the homework you might fail a quiz you could have easily passed. Your quiz average will be 20% of your final grade.

Tests
There will be three semester tests. Each test will be worth 20% of your final grade. Their tentative dates are:

Final Exam
The final exam will be comprehensive, covering the entire content of the course, and will make up 20% of your final grade. Under no circumstances will the final exam be given early.  Make travel plans accordingly.  The scheduled date, time and place of the final are:

Section A: Thursday December 13, 2007  at   9am   in   Hobbs 313
Section C: Thursday December 13, 2007   at   2pm   in   Hobbs 316

Grading
Course grades will be assigned using a 10-point scale. That is,

Important Dates

9/3	End of add period
9/14	End of 3-week withdrawal period
9/21	Pass/fail deadline
10/13-16	Fall Break
11/6	End of 10-week withdrawal period
11/21-25	Thanksgiving Break
12/7	Last day of classes

Calculators
A graphing calculator is strongly recommended for this course. A TI-83 or TI-85 will be most useful.

PASS
PASS stands for Peer Assisted Study Sessions. These sessions are designed to help you understand concepts covered in class, work through homework problems, and prepare for quizzes and tests. In general, students who attend PASS do better on tests than they would otherwise. I recommend you attend as many PASS sessions as possible. Once the PASS schedule is set by you and your PASS leader it will be posted on the class website.

Quality of work
In general, it is difficult to do Math neatly in pen since it is not possible to erase mistakes. I strongly suggest doing most of your work in pencil, or that you, at least, always have a pencil with you in class. Any work turned in to me (i.e. quizzes, tests, etc.) must be done neatly.

Special Needs
Lynchburg College is committed to providing all students equal access to learning opportunities.  The Support Services office, located in Academic & Career Services on the second floor of Hall Campus Center, is the campus office that works with students who have disabilities to provide and/or arrange reasonable accommodations.  Students registered with Support Services, who have a letter requesting accommodations, are encouraged to contact the instructor as early as possible in the semester -- accommodations are not retroactive.  Students who have, or think they may have, a disability (e.g. attentional, learning, vision, hearing, physical, or psychiatric), are invited to contact the Support Services Coordinator for a confidential discussion.  Call 434-544-8687 or e-mail the Coordinator at Arnold.sm@lynchburg.edu.  Additional information is available at the Lynchburg College Disability Support Services website:  http://www.lynchburg.edu/disabilityservices.xml.

Teacher Licensure Objectives

1. Understanding of the core knowledge base of concepts and procedures within the discipline of mathematics, including the following strands: number systems and number theory; geometry and measurement; analytic geometry; statistics and probability; functions and algebra; calculus; and discrete mathematics;
2. Understanding of the sequential nature of mathematics and the mathematical structures inherent in the content strands;
3.  Understanding of the connections among mathematical concepts and procedures and their practical applications;
4. Understanding of and the ability to use the four processes -- becoming mathematical problem solvers, reasoning mathematically, and making mathematical connections -- at different levels of complexity; 
5. Understanding of the history of mathematics, including the contributions of different individuals and cultures toward the development of mathematics and the role of mathematics in culture and society; 
6. Understanding of major current curriculum studies and trends in mathematics; 
7. Understanding of the role of technology and the ability to use graphing utilities and computers in the teaching and learning of mathematics;