INTERMEDIATE
50MM96
“Mathematics is the gate and key of the sciences.” -Roger Bacon, 1267
DEPARTMENT OF MATHEMATICS MESA COLLEGE COURSE SYLLABUS
INTERMEDIATE
ALGEBRA with GEOMETRY & TRIGONOMETRY
(CRN 41213) SPRING 16-WEEK SEMESTER – JANUARY 25th to MAY 21st, 2016 9:35 A.M. – 12:00 P.M. MONDAY / WEDNESDAY ROOM MS-120 Instructor (Tour Guide) James R. Harter, Jr. Office: MS-215Q Phone: (619) 388-2379 E-mail Address: [email protected] Office Hours: Monday and Wednesday 8:30-9:30 A.M., 12:30-2:00 P.M. (Others by Appointment)
Mathematics has more permanence than any field of knowledge. It is the only science in which the major theories of twenty centuries ago are still true and useful.
Mathematics 96 – Syllabus
Page 2
COURSE DESCRIPTION:
This course replaces Mathematics 100 and will be offered starting with the spring 2000 term. Intermediate Algebra and Geometry serves as the foundation for the other math courses and is the second of a two-semester integrated sequence in algebra and geometry. This course covers radical, and quadratic equations; conic sections; systems of equations and inequalities; exponential and logarithmic functions; sequences and series; solid geometry; and an introduction to trigonometric functions. The course will also include application problems involving the topics covered. This course is the prerequisite for all transferable mathematics courses.
REQUISITES: ADVISORY: LIMITATION ON ENROLLMENT: OBJECTIVES:
Math 046 with a grade of “C” or better, or equivalent, or M40 ENGL 043 and ENGL 048 with a grade of “C” or better, or equivalent, or W4/R5. The course is not open to students with previous credit for Math 100 Upon successful completion of the course, the student will be able to : 1. Perform the basic arithmetic operations with rational expressions, solve rational equations and application problems; 2. Perform the basic arithmetic operations with radical expressions, and solve radical equations; 3. Perform basic arithmetic operations with complex numbers; 4. Solve and graph quadratic functions; 5. Identify and graph conic sections; 6. Solve nonlinear inequalities; 7. Solve systems of linear equations in two or three variables using variety of methods; 8. Solve systems of nonlinear equations and inequalities; 9. Identify one to one functions and find their inverses; 10. Use the properties of and relationship between exponential and logarithmic functions to solve a variety of application problems; 11. Apply the correct notation when identifying, simplifying and using arithmetic and geometric series and sequences; 12. Apply the Binomial Theorem appropriately as needed; 13. Apply the appropriate surface area and volume formulas for three dimensional objects; 14. Identify and use the appropriate problems related to these topics; 15. Solve a variety of application problems related to these topics.
DESCRIPTION OF ASSESSMENT MEASURE (SLO):
1. The student will be able to demonstrate knowledge of the interrelatedness of the equation of a quadratic function with its graph, including the vertex and x and y intercepts. 2. The student will be able to demonstrate knowledge of the application of an exponential function including the growth/decay constant, “population” at a specified time, the time required to achieve a specified population, and the doubling time. 3. Students will use correct mathematical terminology to identify geometric solids and their properties.
HOMEWORK:
No homework is collected, however you are expected to try as many of the suggested problems as you feel necessary in order to understand the topic. (See page 8 of the syllabus) Mathematics requires practice, and only you know how much you need.
Mathematics 96 – Syllabus
Page 3
Do not expect to pass this course if you do not practice the skills, and techniques presented in class, the student should be prepared to spend at least 10-15 hours per week on this class !! A student’s grade will be determined by the following:
EVALUATIONGRADING:
84% 1) EXAMS The subject material has been divided into six units of study. At the completion of each unit there will be an exam. NO MAKE-UP EXAMS WILL BE GIVEN AND NO EXAMS ARE DROPPED! PLEASE NOTE: Graphing calculators, cell phones, notes, scratch paper are NOT allowed for class exams! 16% 2) FINAL EXAM Completion of the final exam is mandatory for the assignment of a semester grade. The final exam shall be given Wednesday, May 18th, 2016 in Room MS-120 from 9:35 A.M.-12:00 P.M. When the student’s grade is borderline between, for example, an “A” or a “B”, such factors as regular attendance, classroom participation, etc. will be considered in the assignment of the final grade. If the student’s grade is between a “D” and a “C”, the student will be assigned a “D”. BREAKDOWN:
90% and up – A; 80-89% - B; 70-79% - C; 60-69% - D; Below 60% - F
ACADEMIC ACCOMODATION:
Any student who may need an academic accommodation should discuss the situation with me during the first two weeks of class.
TEXT:
Elementary and Intermediate Algebra 6th Edition Bittinger, Ellenbogen, Johnson Student Solutions Manual (optional)
METHOD OF INSTRUCTION:
Class lecture twice weekly.
ATTENDANCE/ BEHAVIOR:
Regular class attendance is a requirement for this class. You are allowed 2 absences. You will be dropped from the class on your 3rd absence. It is possible to re-enroll if you can convince me of your motivation to stay and your grade supports that motivation. It is the student’s responsibility to add, drop, or withdraw from classes before the deadlines stated in the class schedule. Petitions to add, drop, and withdraw after the deadline will not be approved without proof of circumstances beyond the student’s control which made him/her unable to meet the deadline. Lack of money to pay fees is not considered an extenuating circumstance. Students anticipating difficulty in paying fees before the ‘add’ deadline should check with the Financial Aid Office about sources of funds or other alternatives for which they may be eligible. If you decide to withdraw from this course, you are reminded to do so on or before April 8th, 2016. If you fail to withdraw by that date and you stop coming to class, a final grade must be assigned to you.
Mathematics 96 – Syllabus
Page 4
Enrollment in college assumes maturity, seriousness of purpose and self-discipline. Being late to a class one or two times during semester is understandable. However, habitual tardiness is strongly discouraged, for it is both discourteous and disruptive to the class and instructor. Habitual tardiness will be sufficient cause for exclusion from the class. Please note: “Tardy” is defined as arriving to class after your name has been called at roll call. Two tardiness will be counted as one absence. You will be expected to stay until the class is over to receive credit for attending that session. IT IS YOUR RESPONSIBILITY TO INFORM THE INSTRUCTOR AT THE END OF THE CLASS, IF YOU ARE LATE, OR YOU WILL BE COUNTED AS ABSENT. ALL TARDIES AND ABSENCES RECORDED ARE FINAL. If, for any reason, it will be difficult for you to attend each class for the entire period and/or to do so on time, it is strongly recommended that you do not take this course. You will be asked to leave the class if you exhibit behavior (This includes noise produced by any electronic equipment) which prohibits or impedes any member of the class from pursuing any class assignment or learning opportunity within the classroom. Your behavior will be reported to the Dean and appropriate action taken in accordance with Policy 3100. Students are expected to respect and obey standards of student conduct while in class and on the campus. The student Code of Conduct, disciplinary procedure, and student due process (Policy 3100, 3100.1 and 3100.2) can be found in the current college catalog in the section Academic Information and Regulations pages 45-67, and at the office of the Dean of Student Affairs (H-500). Charges of miscconduct and disciplinary sanctions may be imposed upon students who violate these standards of conduct or provisions of college regulations. As your instructor, I have the following expectations for your behavior in this class: 1. Promote a courteous learning atmosphere by exhibiting mutual respect and consideration of the feelings, ideas, and contributions of others. 2. Demonstrate respect for your work, as well as the work of others, by recognizing and acknowledging strengths and improvements. 3. Demonstrate respect for tools, equipment and supplies in the classroom. 4. Practice consideration for others by maintaining a clean and orderly learning environment. 5. Recognize everyone’s opportunity to contribute information in a relevant and meaningful manner by not monopolizing discussion, interrupting, interjecting irrelevant, illogical or inappropriate questions and comments. 6. No food and beverages in the class. 7. Regarding personal electronic equipment: cellphones, pagers, etc. must be truned off.
Mathematics 96 – Syllabus
Page 5
It is assumed that each student will do his/her own work. If a student is caught cheating on a test, he/she will receive a ”0” grade on that test.
CHEATING:
Monday / Wednesday 9:35 A.M. – 12:00 P.M.
MATHEMATICS 96
TENTATIVE SCHEDULE – 31 CLASS MEETINGS
MONDAY
TUESDAY
WEDNESDAY
1/25 Review Sec. 7.1-7.3 Sec. 8.4, 8.6
1/26
2/1
2/2
FRIDAY
1/27
1/28
1/29
2/3
2/4
2/5 LAST DAY TO ADD/DROP WITH NO “W” RECORDED
2/10
2/11
2/12 LINCOLN DAY (HOLIDAY)
2/17
2/18
2/19
2/24
2/25
2/26
3/2
3/3
3/4
3/9
3/10
3/11
3/16
3/17
3/18
Sec. 8.6-8.7
Sec. 8.7, 8.5
Sec. 8.5, 9.4 Sec. 9.3
2/8
2/9
Sec. 9.3 Review
EXAM I
2/15 WASHINGTON DAY (HOLIDAY)
2/16
2/22
2/23
Sec. 10.1-10.2
10.2-10.4
Sec. 10.4-10.6
2/29
3/1 Sec. 10.8 Review Sec. 11.1
10.6-10.8
3/7
3/8
EXAM II (Chapter 10) Sec. 11.1-11.2
Sec. 11.3-11.5
3/14 Sec. 11.5-11.7
THURSDAY
3/15 Sec. 11.8-11.9
Mathematics 96 – Syllabus
MONDAY
Page 6
TUESDAY 3/21
WEDNESDAY 3/22
THURSDAY
3/23
FRIDAY 3/24
3/25
3/31
4/1 CESAR CHAVEZ DAY (HOLIDAY)
4/6
4/7
4/8 WITHDRAWAL DEADLINE NO DROPS AFTER THIS DATE
4/13
4/14
4/15
4/20
4/21
4/22
4/27
4/28
4/29
5/4
5/5
5/6
5/11
5/12
5/13
5/18
5/19
5/20
EXAM III (Chapter 11) Sec. 12.1
Sec. 11.9 Review Sec. 12.2
3/28 SPRING BREAK
3/29 SPRING BREAK
4/4
3/30 SPRING BREAK
SPRING BREAK
4/5
Sec. 12. 1, 12.3-12.4
Sec. 12.4-12.6
4/11
4/12 Sec. 12.7 Review Sec. 13.1
Sec. 12.7
4/18
4/19
EXAM IV (Chapter 12) Sec. 13.2
Sec. 13.2-13.3
4/25
4/26
Sec. 13.4 Review Sec. 14.1-14.2
EXAM V (Chapter 13) Sec. 14.2-14.3
5/2
5/3
Sec. 14.3-14.4
Sec. 14.4 Solid Geometry
5/9
5/10
Solid Geometry Trigonometry
5/16
Trigonometry
5/17
Review FINAL EXAM
Mathematics 96 – Syllabus
Page 7 A GLOSSARY OF USEFUL SYMBOLS
All of the symbols presented in this brief glossary will be used in the lecture so as to minimize the use of board space and to present theorems ( symbolized as θth ) and proofs in such a manner that, only the essential points are clearly emphasized. It is therefore very important that the student thoroughly familiarize himself or herself with these very useful short-hand notations. SETS Despite its circularity we shall define a set to be a collection or aggregate of objects (called elements) characterized by some defining property that allows us to think of the objects as a whole. If S is a set, we write a ∈ S to indicate that a is an element or member of S. We write r ∉ S when r is not an element of S. The following symbols represent important sets in mathematics. Z is the set of all integers (i.e. whole numbers: positive, negative, and zero) e.g. – 7 ∈ Z, 3 ∈ Z, ¾ ∉ Z Q is the set of all rational numbers (i.e. numbers which can be expressed as quotients p/q where p, q ∈ Z, q ≠ 0) e.g. -7 ∈ Q, 2/3 ∈ Q, 𝜋 ∉ Q R is the set of all real numbers C is the set of all complex numbers. (The set C is listed for completeness. In this course we shall concern ourselves exclusively with real-valued functions whose domains of definition consist of sets of real numbers.) LOGICAL CONNECTIVES IMPLICATION Many statements in mathematics have the form If p, then q. Such an expression is called an implication or a conditional statement. The if-statement p in the implication is called the antecedent or hypothesis and the then-statement q is called the consequent or conclusion. We shall symbolize such expressions by inserting an arrow between the antecedent and the consequent, thus the statement “if p then q” will be written as p ⇒ q and may be read as: If p, then q
q provided that p
p implies q
q whenever p
p only if q
p is a sufficient condition for q
EXAMPLE: r > 0 and s > 0 ⇒ r · s > 0 can be read as : if r and s are both positive then their product is positive. EQUIVALENCE The statement “p if and only if q” is a combination of the two implications p ⇒ q and q ⇒ p. A statement of this form is called an equivalence and will be denoted by p ⇔ q. Thus p ⇔ q means that p ⇒ q and q ⇒ p and may be read as: p is equivalent to q p is necessary and sufficient for q EXAMPLE: (x < y) ⇔ (y – x ) > 0 i.e., (x < y) ⇒ ( y – x ) > 0 and ( y – x ) >0 ⇒ ( x < y). Thus, x < y is equivalent to (y-x) > 0 i.e., each statement can be derived from the other.
Mathematics 96 – Syllabus
Page 8
HOMEWORK FOR MATH 96 – SPRING SEMESTER 2016
“ One must learn by doing the thing; for though you think you know it, you have no certainty until you try. “ -
Sophocles
Chapter 7
Sec. 7.1 Sec. 7.2 Sec. 7.3
#'s #'s #'s
1-15 odd, 19-47 odd, 53, 55, 57 1-43, 53-59 1-23 odd, 41-69 odd, 77, 79
Chapter 8
Sec. Sec. Sec. Sec.
8.4 8.5 8.6 8.7
#'s #'s #'s #'s
9, 13, 15, 21, 25, 29, 35 3, 5, 9, 19, 13, 23 7, 9, 13 15, 17 7, 11, 15-25, 37, 35
Chapter 9
Sec. Sec. Sec. Sec.
9.1 9.2 9.3 9.4
#'s #'s #'s #'s
11-23 odd 17-83 odd 9-107 odd, 111 15, 23, 41, 47, 49, 53, 55, 67, 69
Chapter 10
Sec. Sec. Sec. Sec. Sec. Sec. Sec. Sec.
10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8
#'s #'s #'s #'s #'s #'s #'s #'s
9-33 odd, 37-103, 121, 119, 125 9-103 odd 7-75 odd, 99 85, 87, 91.9-73 odd 7-109 odd, 121 9, 13, 15, 17, 27-45 odd, 49, 53 5, 7, 13, 17, 19, 21, 29, 31, 33, 39, 45, 49, 55, 59, 61, 65, 69, 73, 87 9, 15, 21, 25-95 odd, 107
Chapter 11
Sec. Sec. Sec. Sec. Sec. Sec. Sec. Sec. Sec.
11.1 11.2 11.3 11.4 11.5 11.6 11.7 11.8 11.9
#'s #'s #'s #'s #'s #'s #'s #'s #'s
7, 13, 15, 21, 25, 27-73 odd 7, 13, 1, 19, 25, 31, 33, 37, 39, 43, 67, 69 1-7 odd, 15, 17, 25, 29, 31, 33 7, 15, 17, 19, 25, 29, 31, 53 9, 13, 17, 19, 23-29 odd, 33, 35, 39, 49, 69 19, 25, 31, 37-57 odd 11, 13, 17, 21, 25, 29, 35, 41, 45, 51, 55 9-21 odd 9, 11, 17, 19, 23, 25, 27, 31, 35, 41, 43, 45, 49
Mathematics 96 – Syllabus
Page 9
Chapter 12
Sec. Sec. Sec. Sec. Sec. Sec. Sec.
Chapter 13
Sec. 13.1 #'s
1-8, 17, 19, 25, 27, 31, 37, 39, 45, 51, 53, 55, 59, 65, 67, 71, 77, 83
Sec. 13.2 #'s Sec. 13.3 #'s Sec. 13.4 #'s
5, 7, 11, 17, 23, 27, 29, 33, 45, 49, 53 1-9, 11, 17, 20-45 odd, 59, 61, 63 7, 15, 19, 29, 33, 35, 41, 47, 49, 53, 57, 75
Sec. Sec. Sec. Sec.
1-17 odd, 21, 25, 29, 33, 35, 43, 45, 49, 51, 53, 59, 60, 61, 69, 81, 87 1, 5, 11, 13, 17, 19, 23, 27-39 odd, 43, 45, 49, 51, 53 1-9 odd, 13-23 odd, 27, 31, 33, 41-61 odd, 67, 69, 81, 85 15,19, 23, 25, 35, 37, 41, 45, 47, 51, 67, 69
Chapter 14
12.1 12.2 12.3 12.4 12.5 12.6 12.7
14.1 14.2 14.3 14.4
#'s #'s #'s #'s #'s #'s #'s
#'s #'s #'s #'s
9, 13, 15, 19, 21, 25, 29, 33, 37, 47, 51, 53, 59, 65, 69, 71, 85 7, 11, 15, 23, 25, 39, 43, 47, 49 9-89 odd, 105-113 odd 7-69 odd, 81-87 odd, 75, 77 1, 5, 7, 11, 13, 19, 21, 25, 30, 41, 45, 49, 55, 61, 65, 69, 73 9-65 odd, 77-93 odd 3, 9, 11, 13, 17, 19, 23, 27, 29, 33, 35, 39, 41, 57
Mathematics 96 – Syllabus
Page 10
Math 96 Tour Guide James R. Harter Jr. Questionnaire
Name: ____________________________________________________________________________________________ Major: ____________________________________________________________________________________________ Why are you taking Math 96? _________________________________________________________________________ When did you take Math 046 (Elementary Algebra and Geometry)? If at Mesa, who was your instructor? Course Grade? _________________________________________________________________________________________________
What do you like about Mathematics? __________________________________________________________________ What do you dislike about Math? (Ever been traumatized by a Math Instructor?) _________________________________________________________________________________________________ How much time, per week, will you devote to the study of this subject? _______________________________________ What grade do you expect to earn in this class? ___________________________________________________________ Do you have any special abilities or disabilities that I should be aware of? If so what? __________________________________________________________________________________________________
Please List the Math courses taken in High School Math Course
Course Grade
High School
Year
“Mathematics is the gate and key of the sciences.” -Roger Bacon, 1267
DEPARTMENT OF MATHEMATICS MESA COLLEGE COURSE SYLLABUS
INTERMEDIATE
ALGEBRA with GEOMETRY & TRIGONOMETRY
(CRN 41213) SPRING 16-WEEK SEMESTER – JANUARY 25th to MAY 21st, 2016 9:35 A.M. – 12:00 P.M. MONDAY / WEDNESDAY ROOM MS-120 Instructor (Tour Guide) James R. Harter, Jr. Office: MS-215Q Phone: (619) 388-2379 E-mail Address: [email protected] Office Hours: Monday and Wednesday 8:30-9:30 A.M., 12:30-2:00 P.M. (Others by Appointment)
Mathematics has more permanence than any field of knowledge. It is the only science in which the major theories of twenty centuries ago are still true and useful.
Mathematics 96 – Syllabus
Page 2
COURSE DESCRIPTION:
This course replaces Mathematics 100 and will be offered starting with the spring 2000 term. Intermediate Algebra and Geometry serves as the foundation for the other math courses and is the second of a two-semester integrated sequence in algebra and geometry. This course covers radical, and quadratic equations; conic sections; systems of equations and inequalities; exponential and logarithmic functions; sequences and series; solid geometry; and an introduction to trigonometric functions. The course will also include application problems involving the topics covered. This course is the prerequisite for all transferable mathematics courses.
REQUISITES: ADVISORY: LIMITATION ON ENROLLMENT: OBJECTIVES:
Math 046 with a grade of “C” or better, or equivalent, or M40 ENGL 043 and ENGL 048 with a grade of “C” or better, or equivalent, or W4/R5. The course is not open to students with previous credit for Math 100 Upon successful completion of the course, the student will be able to : 1. Perform the basic arithmetic operations with rational expressions, solve rational equations and application problems; 2. Perform the basic arithmetic operations with radical expressions, and solve radical equations; 3. Perform basic arithmetic operations with complex numbers; 4. Solve and graph quadratic functions; 5. Identify and graph conic sections; 6. Solve nonlinear inequalities; 7. Solve systems of linear equations in two or three variables using variety of methods; 8. Solve systems of nonlinear equations and inequalities; 9. Identify one to one functions and find their inverses; 10. Use the properties of and relationship between exponential and logarithmic functions to solve a variety of application problems; 11. Apply the correct notation when identifying, simplifying and using arithmetic and geometric series and sequences; 12. Apply the Binomial Theorem appropriately as needed; 13. Apply the appropriate surface area and volume formulas for three dimensional objects; 14. Identify and use the appropriate problems related to these topics; 15. Solve a variety of application problems related to these topics.
DESCRIPTION OF ASSESSMENT MEASURE (SLO):
1. The student will be able to demonstrate knowledge of the interrelatedness of the equation of a quadratic function with its graph, including the vertex and x and y intercepts. 2. The student will be able to demonstrate knowledge of the application of an exponential function including the growth/decay constant, “population” at a specified time, the time required to achieve a specified population, and the doubling time. 3. Students will use correct mathematical terminology to identify geometric solids and their properties.
HOMEWORK:
No homework is collected, however you are expected to try as many of the suggested problems as you feel necessary in order to understand the topic. (See page 8 of the syllabus) Mathematics requires practice, and only you know how much you need.
Mathematics 96 – Syllabus
Page 3
Do not expect to pass this course if you do not practice the skills, and techniques presented in class, the student should be prepared to spend at least 10-15 hours per week on this class !! A student’s grade will be determined by the following:
EVALUATIONGRADING:
84% 1) EXAMS The subject material has been divided into six units of study. At the completion of each unit there will be an exam. NO MAKE-UP EXAMS WILL BE GIVEN AND NO EXAMS ARE DROPPED! PLEASE NOTE: Graphing calculators, cell phones, notes, scratch paper are NOT allowed for class exams! 16% 2) FINAL EXAM Completion of the final exam is mandatory for the assignment of a semester grade. The final exam shall be given Wednesday, May 18th, 2016 in Room MS-120 from 9:35 A.M.-12:00 P.M. When the student’s grade is borderline between, for example, an “A” or a “B”, such factors as regular attendance, classroom participation, etc. will be considered in the assignment of the final grade. If the student’s grade is between a “D” and a “C”, the student will be assigned a “D”. BREAKDOWN:
90% and up – A; 80-89% - B; 70-79% - C; 60-69% - D; Below 60% - F
ACADEMIC ACCOMODATION:
Any student who may need an academic accommodation should discuss the situation with me during the first two weeks of class.
TEXT:
Elementary and Intermediate Algebra 6th Edition Bittinger, Ellenbogen, Johnson Student Solutions Manual (optional)
METHOD OF INSTRUCTION:
Class lecture twice weekly.
ATTENDANCE/ BEHAVIOR:
Regular class attendance is a requirement for this class. You are allowed 2 absences. You will be dropped from the class on your 3rd absence. It is possible to re-enroll if you can convince me of your motivation to stay and your grade supports that motivation. It is the student’s responsibility to add, drop, or withdraw from classes before the deadlines stated in the class schedule. Petitions to add, drop, and withdraw after the deadline will not be approved without proof of circumstances beyond the student’s control which made him/her unable to meet the deadline. Lack of money to pay fees is not considered an extenuating circumstance. Students anticipating difficulty in paying fees before the ‘add’ deadline should check with the Financial Aid Office about sources of funds or other alternatives for which they may be eligible. If you decide to withdraw from this course, you are reminded to do so on or before April 8th, 2016. If you fail to withdraw by that date and you stop coming to class, a final grade must be assigned to you.
Mathematics 96 – Syllabus
Page 4
Enrollment in college assumes maturity, seriousness of purpose and self-discipline. Being late to a class one or two times during semester is understandable. However, habitual tardiness is strongly discouraged, for it is both discourteous and disruptive to the class and instructor. Habitual tardiness will be sufficient cause for exclusion from the class. Please note: “Tardy” is defined as arriving to class after your name has been called at roll call. Two tardiness will be counted as one absence. You will be expected to stay until the class is over to receive credit for attending that session. IT IS YOUR RESPONSIBILITY TO INFORM THE INSTRUCTOR AT THE END OF THE CLASS, IF YOU ARE LATE, OR YOU WILL BE COUNTED AS ABSENT. ALL TARDIES AND ABSENCES RECORDED ARE FINAL. If, for any reason, it will be difficult for you to attend each class for the entire period and/or to do so on time, it is strongly recommended that you do not take this course. You will be asked to leave the class if you exhibit behavior (This includes noise produced by any electronic equipment) which prohibits or impedes any member of the class from pursuing any class assignment or learning opportunity within the classroom. Your behavior will be reported to the Dean and appropriate action taken in accordance with Policy 3100. Students are expected to respect and obey standards of student conduct while in class and on the campus. The student Code of Conduct, disciplinary procedure, and student due process (Policy 3100, 3100.1 and 3100.2) can be found in the current college catalog in the section Academic Information and Regulations pages 45-67, and at the office of the Dean of Student Affairs (H-500). Charges of miscconduct and disciplinary sanctions may be imposed upon students who violate these standards of conduct or provisions of college regulations. As your instructor, I have the following expectations for your behavior in this class: 1. Promote a courteous learning atmosphere by exhibiting mutual respect and consideration of the feelings, ideas, and contributions of others. 2. Demonstrate respect for your work, as well as the work of others, by recognizing and acknowledging strengths and improvements. 3. Demonstrate respect for tools, equipment and supplies in the classroom. 4. Practice consideration for others by maintaining a clean and orderly learning environment. 5. Recognize everyone’s opportunity to contribute information in a relevant and meaningful manner by not monopolizing discussion, interrupting, interjecting irrelevant, illogical or inappropriate questions and comments. 6. No food and beverages in the class. 7. Regarding personal electronic equipment: cellphones, pagers, etc. must be truned off.
Mathematics 96 – Syllabus
Page 5
It is assumed that each student will do his/her own work. If a student is caught cheating on a test, he/she will receive a ”0” grade on that test.
CHEATING:
Monday / Wednesday 9:35 A.M. – 12:00 P.M.
MATHEMATICS 96
TENTATIVE SCHEDULE – 31 CLASS MEETINGS
MONDAY
TUESDAY
WEDNESDAY
1/25 Review Sec. 7.1-7.3 Sec. 8.4, 8.6
1/26
2/1
2/2
FRIDAY
1/27
1/28
1/29
2/3
2/4
2/5 LAST DAY TO ADD/DROP WITH NO “W” RECORDED
2/10
2/11
2/12 LINCOLN DAY (HOLIDAY)
2/17
2/18
2/19
2/24
2/25
2/26
3/2
3/3
3/4
3/9
3/10
3/11
3/16
3/17
3/18
Sec. 8.6-8.7
Sec. 8.7, 8.5
Sec. 8.5, 9.4 Sec. 9.3
2/8
2/9
Sec. 9.3 Review
EXAM I
2/15 WASHINGTON DAY (HOLIDAY)
2/16
2/22
2/23
Sec. 10.1-10.2
10.2-10.4
Sec. 10.4-10.6
2/29
3/1 Sec. 10.8 Review Sec. 11.1
10.6-10.8
3/7
3/8
EXAM II (Chapter 10) Sec. 11.1-11.2
Sec. 11.3-11.5
3/14 Sec. 11.5-11.7
THURSDAY
3/15 Sec. 11.8-11.9
Mathematics 96 – Syllabus
MONDAY
Page 6
TUESDAY 3/21
WEDNESDAY 3/22
THURSDAY
3/23
FRIDAY 3/24
3/25
3/31
4/1 CESAR CHAVEZ DAY (HOLIDAY)
4/6
4/7
4/8 WITHDRAWAL DEADLINE NO DROPS AFTER THIS DATE
4/13
4/14
4/15
4/20
4/21
4/22
4/27
4/28
4/29
5/4
5/5
5/6
5/11
5/12
5/13
5/18
5/19
5/20
EXAM III (Chapter 11) Sec. 12.1
Sec. 11.9 Review Sec. 12.2
3/28 SPRING BREAK
3/29 SPRING BREAK
4/4
3/30 SPRING BREAK
SPRING BREAK
4/5
Sec. 12. 1, 12.3-12.4
Sec. 12.4-12.6
4/11
4/12 Sec. 12.7 Review Sec. 13.1
Sec. 12.7
4/18
4/19
EXAM IV (Chapter 12) Sec. 13.2
Sec. 13.2-13.3
4/25
4/26
Sec. 13.4 Review Sec. 14.1-14.2
EXAM V (Chapter 13) Sec. 14.2-14.3
5/2
5/3
Sec. 14.3-14.4
Sec. 14.4 Solid Geometry
5/9
5/10
Solid Geometry Trigonometry
5/16
Trigonometry
5/17
Review FINAL EXAM
Mathematics 96 – Syllabus
Page 7 A GLOSSARY OF USEFUL SYMBOLS
All of the symbols presented in this brief glossary will be used in the lecture so as to minimize the use of board space and to present theorems ( symbolized as θth ) and proofs in such a manner that, only the essential points are clearly emphasized. It is therefore very important that the student thoroughly familiarize himself or herself with these very useful short-hand notations. SETS Despite its circularity we shall define a set to be a collection or aggregate of objects (called elements) characterized by some defining property that allows us to think of the objects as a whole. If S is a set, we write a ∈ S to indicate that a is an element or member of S. We write r ∉ S when r is not an element of S. The following symbols represent important sets in mathematics. Z is the set of all integers (i.e. whole numbers: positive, negative, and zero) e.g. – 7 ∈ Z, 3 ∈ Z, ¾ ∉ Z Q is the set of all rational numbers (i.e. numbers which can be expressed as quotients p/q where p, q ∈ Z, q ≠ 0) e.g. -7 ∈ Q, 2/3 ∈ Q, 𝜋 ∉ Q R is the set of all real numbers C is the set of all complex numbers. (The set C is listed for completeness. In this course we shall concern ourselves exclusively with real-valued functions whose domains of definition consist of sets of real numbers.) LOGICAL CONNECTIVES IMPLICATION Many statements in mathematics have the form If p, then q. Such an expression is called an implication or a conditional statement. The if-statement p in the implication is called the antecedent or hypothesis and the then-statement q is called the consequent or conclusion. We shall symbolize such expressions by inserting an arrow between the antecedent and the consequent, thus the statement “if p then q” will be written as p ⇒ q and may be read as: If p, then q
q provided that p
p implies q
q whenever p
p only if q
p is a sufficient condition for q
EXAMPLE: r > 0 and s > 0 ⇒ r · s > 0 can be read as : if r and s are both positive then their product is positive. EQUIVALENCE The statement “p if and only if q” is a combination of the two implications p ⇒ q and q ⇒ p. A statement of this form is called an equivalence and will be denoted by p ⇔ q. Thus p ⇔ q means that p ⇒ q and q ⇒ p and may be read as: p is equivalent to q p is necessary and sufficient for q EXAMPLE: (x < y) ⇔ (y – x ) > 0 i.e., (x < y) ⇒ ( y – x ) > 0 and ( y – x ) >0 ⇒ ( x < y). Thus, x < y is equivalent to (y-x) > 0 i.e., each statement can be derived from the other.
Mathematics 96 – Syllabus
Page 8
HOMEWORK FOR MATH 96 – SPRING SEMESTER 2016
“ One must learn by doing the thing; for though you think you know it, you have no certainty until you try. “ -
Sophocles
Chapter 7
Sec. 7.1 Sec. 7.2 Sec. 7.3
#'s #'s #'s
1-15 odd, 19-47 odd, 53, 55, 57 1-43, 53-59 1-23 odd, 41-69 odd, 77, 79
Chapter 8
Sec. Sec. Sec. Sec.
8.4 8.5 8.6 8.7
#'s #'s #'s #'s
9, 13, 15, 21, 25, 29, 35 3, 5, 9, 19, 13, 23 7, 9, 13 15, 17 7, 11, 15-25, 37, 35
Chapter 9
Sec. Sec. Sec. Sec.
9.1 9.2 9.3 9.4
#'s #'s #'s #'s
11-23 odd 17-83 odd 9-107 odd, 111 15, 23, 41, 47, 49, 53, 55, 67, 69
Chapter 10
Sec. Sec. Sec. Sec. Sec. Sec. Sec. Sec.
10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8
#'s #'s #'s #'s #'s #'s #'s #'s
9-33 odd, 37-103, 121, 119, 125 9-103 odd 7-75 odd, 99 85, 87, 91.9-73 odd 7-109 odd, 121 9, 13, 15, 17, 27-45 odd, 49, 53 5, 7, 13, 17, 19, 21, 29, 31, 33, 39, 45, 49, 55, 59, 61, 65, 69, 73, 87 9, 15, 21, 25-95 odd, 107
Chapter 11
Sec. Sec. Sec. Sec. Sec. Sec. Sec. Sec. Sec.
11.1 11.2 11.3 11.4 11.5 11.6 11.7 11.8 11.9
#'s #'s #'s #'s #'s #'s #'s #'s #'s
7, 13, 15, 21, 25, 27-73 odd 7, 13, 1, 19, 25, 31, 33, 37, 39, 43, 67, 69 1-7 odd, 15, 17, 25, 29, 31, 33 7, 15, 17, 19, 25, 29, 31, 53 9, 13, 17, 19, 23-29 odd, 33, 35, 39, 49, 69 19, 25, 31, 37-57 odd 11, 13, 17, 21, 25, 29, 35, 41, 45, 51, 55 9-21 odd 9, 11, 17, 19, 23, 25, 27, 31, 35, 41, 43, 45, 49
Mathematics 96 – Syllabus
Page 9
Chapter 12
Sec. Sec. Sec. Sec. Sec. Sec. Sec.
Chapter 13
Sec. 13.1 #'s
1-8, 17, 19, 25, 27, 31, 37, 39, 45, 51, 53, 55, 59, 65, 67, 71, 77, 83
Sec. 13.2 #'s Sec. 13.3 #'s Sec. 13.4 #'s
5, 7, 11, 17, 23, 27, 29, 33, 45, 49, 53 1-9, 11, 17, 20-45 odd, 59, 61, 63 7, 15, 19, 29, 33, 35, 41, 47, 49, 53, 57, 75
Sec. Sec. Sec. Sec.
1-17 odd, 21, 25, 29, 33, 35, 43, 45, 49, 51, 53, 59, 60, 61, 69, 81, 87 1, 5, 11, 13, 17, 19, 23, 27-39 odd, 43, 45, 49, 51, 53 1-9 odd, 13-23 odd, 27, 31, 33, 41-61 odd, 67, 69, 81, 85 15,19, 23, 25, 35, 37, 41, 45, 47, 51, 67, 69
Chapter 14
12.1 12.2 12.3 12.4 12.5 12.6 12.7
14.1 14.2 14.3 14.4
#'s #'s #'s #'s #'s #'s #'s
#'s #'s #'s #'s
9, 13, 15, 19, 21, 25, 29, 33, 37, 47, 51, 53, 59, 65, 69, 71, 85 7, 11, 15, 23, 25, 39, 43, 47, 49 9-89 odd, 105-113 odd 7-69 odd, 81-87 odd, 75, 77 1, 5, 7, 11, 13, 19, 21, 25, 30, 41, 45, 49, 55, 61, 65, 69, 73 9-65 odd, 77-93 odd 3, 9, 11, 13, 17, 19, 23, 27, 29, 33, 35, 39, 41, 57
Mathematics 96 – Syllabus
Page 10
Math 96 Tour Guide James R. Harter Jr. Questionnaire
Name: ____________________________________________________________________________________________ Major: ____________________________________________________________________________________________ Why are you taking Math 96? _________________________________________________________________________ When did you take Math 046 (Elementary Algebra and Geometry)? If at Mesa, who was your instructor? Course Grade? _________________________________________________________________________________________________
What do you like about Mathematics? __________________________________________________________________ What do you dislike about Math? (Ever been traumatized by a Math Instructor?) _________________________________________________________________________________________________ How much time, per week, will you devote to the study of this subject? _______________________________________ What grade do you expect to earn in this class? ___________________________________________________________ Do you have any special abilities or disabilities that I should be aware of? If so what? __________________________________________________________________________________________________
Please List the Math courses taken in High School Math Course
Course Grade
High School
Year
