Professor:

Stephen B. Robinson
Office: Calloway, room 305
Phone: X4887
Email: robinson@pilot.mthcsc.wfu.edu
Homepage: http://www.mthcsc.wfu.edu/~robinson/

Office Hours:

One of the most pleasant parts of my job is working with students one-on-one outside of class. I know that it helps me to improve my teaching, and I believe that it helps the students as well. Please feel free to drop by for help during my office hours, which are

Monday, Wednesday, and Friday: 1:30-3:30

You may also meet me at other times, but in that case you should call ahead to be sure that I am available.

Help Sessions with the TAs:
 
 

Text:

Single Variable Calculus, Fourth Edition, by James Stewart

We will study all of the material in chapters 5 through 9, and selected topics from chapters 10 and 11.
 

Homework:

For each section that we study I suggest that you do the following:

• Browse through the problems at the end of the section to pick up some hints about the vocabulary, the notation, and the types of problems that you will be expected to learn about.
• Read the section carefully. Keep paper, pencil, and computer handy so that you can stop frequently to work out the details for yourself, and so that you can make a list of questions.
• Make sure that you understand every example forwards and backwards. Test your understanding by looking for problems at the end of the section that can be solved using similar methods. Ask yourself if you could still solve these problems if the given information was changed in various ways.
• Look for problems at the end of the section that do not appear to be related to any of the examples. Why are these problems in this section of the book? Challenge yourself to discover a connection. Reread the section with these problems in the forefront of your mind. Ask about these problems in class.

One of our class sessions each week will be devoted to guided problem solving. When you arrive I will suggest several problems and then will walk around and answer questions as you work. When it is clear that there is a common misconception I will lead a five or ten minute discussion for the whole class and then let you get back to work. During these sessions you are also welcome to talk about other problems that you have encountered in the reading and the homework.

I expect each of you to sign up for one of the problem solving sessions with our TA. These sessions will be run just like the problem solving sessions in class. Perfect attendance at these sessions will worth 5 extra credit points on your next exam.

I will not collect and grade homework.

Use of Technology:

We will be using MAPLE to help investigate and solve problems.

Exams:

There will be three midterm exams, worth 100 points each, and a comprehensive final exam, worth 200 points. The in-class midterms are scheduled for 9/22,10/27, and 12/1. The final exam is scheduled for Tuesday, December 12, 9:00-12:00. ( This is the Math Block time mentioned in your Course Schedule.)

You should be prepared for exams that reflect the grading policy outlined below. A large percentage of the exam will ask you to demonstrate a knowledge of standard facts and computational methods. When I am writing this part of the exam I usually go to the following resources for inspiration: examples in the text, problems used in problem solving sessions, suggested homework problems. The remaining problems on the exam will emphasize your ability to explain ideas and methods clearly, and your ability to apply these methods and ideas to nonstandard problems.

Midterm Review Sheet:

Extra Credit:

Occasionally I will offer extra credit opportunities in class. These opportunities will typically reward students who are paying attention, reading ahead, etc. Extra credit points will be added to your next exam.

Grades:

One secret to earning a C is consistent hard work and good study habits. I have tried to set up my homework policy and exams so that this is a clearly attainable goal, and a grade to be proud of. Earning a C indicates that you have succesfully learned the standard methods and ideas of Calculus. To earn a B or an A you must reach beyond a standard computational understanding of Calculus. You must be able to explain the ideas behind the computations, and you must learn to apply those ideas to new situations. In particular, an A requires consistently excellent performance in all of the areas mentioned above. Although I reserve the right to make reasonable adjustments to the grading scale, the following should give you an idea of what to shoot for. (Notice that a total of 500 points are possible in this class.)

A: 450-500

B: 400-450

C: 325-400

D: 250-325