Welcome to MTH 201! I'm Dr. Robert Talbert, Professor of Mathematics, and I am grateful that you are signed up for the course and am looking forward to working with you this semester.
MTH 201 is a first course in Calculus, which is all about modeling and understanding change. Change is maybe the most important facet of the world around us, and we care about it more than we realize. For example, we care a lot about the number of Covid-19 cases in our community, but we might care even more about how fast the number of cases is changing (either up or down). In MTH 201, you'll learn the mathematical language of change and apply it to models that you build to draw conclusions, make predictions, and give meaningful answers to real problems.
MTH 201 goes beyond just computation. In MTH 201, you'll build skills with understanding complex concepts, communicating those concepts and the meaning of your results to appropriate audiences, using professional tools to help you in your work, and practice working with others to improve your learning (and theirs). These are valuable skills no matter where you go next.
Success in this course doesn't come easy, and you can expect to be pushed and stretched intellectually. But the struggle you experience is normal and healthy, a sign of growth and that you are doing things the right way. And you will receive tireless support from me and your classmates in the process. Above all, my top priority is to support you in your work and help you succeed.
Prerequisites: MTH 124, or both MTH 122 and MTH 123, or placement via the Calculus Readiness Test.
General Education: Information about the General Education requirements that MTH 201 fulfills is posted on Blackboard.
Your work in the class will follow a pattern that will involve you before, during, and after our meetings:
Since you learn math by doing math, class time will be prioritized for doing active work on applications of basic concepts. You'll be expected to gain enough fluency on those basics to be productive in class, by doing your Daily Prep assignments. Lectures during class will be infrequent, short, and targeted at specific questions from your work rather than a general introduction to concepts. Also, there are no timed tests or quizzes during class meetings.
There is also a final exam for the course which will focus on big-picture questions and reflections on your experiences in the course. It will be graded Pass/No Pass. The final exam will be assigned on Wednesday April 28 and will be due on Thursday April 29. More information will be given near the end of the course.
Your grade in the course is earned by demonstrating evidence of skill on the main concepts in the course and by showing appropriate engagement with the course. And this is done by completing the assignments outlined above, at a reasonably high level of quality.
In our class, there are no points or percentages on most items. Instead, the work you turn in will be evaluated against quality standards that will be made clear on each assignment. If your work meets the standard, then you will receive full credit for it. Otherwise, you will get helpful feedback and, on most items, the chance to reflect on the feedback, revise your work, and then resubmit it for regrading.
This feedback loop represents and supports the way that people learn: By trying things, making mistakes, reflecting on those mistakes, and then trying again. You can make mistakes without penalty as long as you eventually demonstrate evidence of skill.
The individual types of assignments are marked as follows:
Assignment | How it's marked |
---|---|
Learning Targets | Either Proficiency or Mastery |
AEPs | E (Excellent), M (Meets expectations), P (Progressing) or X (Not Assessable) |
WeBWorK | Each problem is 1 point |
Daily Prep | Pass or No Pass |
Startup assignments | Pass or No Pass |
The critera for the different marks are explained in the "How are individual assignments graded?" section below.
Your final grade in the course is determined by the following table. Each grade has a requirement specified in its row in the table. To earn a grade, you will need to meet all the requirements in the row for that grade. Put differently, your grade is the highest grade level for which all the requirements in a row of the table have been met or exceeded.
Grade | Learning Targets with Mastery (out of 16) | AEP's with M or E (out of 8-10) | WeBWorK points (out of 192) | Daily Prep Passed (out of 24) | Startup Assignments Passed (out of 3) |
---|---|---|---|---|---|
A | 15 including all 6 Core | 6 including at least 3 E's | 170 | 22 | 3 |
B | 13 | 5 | 150 | 20 | 3 |
C | 11 | 4 | 130 | 18 | 3 |
D | 5 | 2 | 100 | 12 | n/a |
A grade of F is given if none of the rows has been fully completed.
Plus/minus grades: Plus/minus grades will be assigned at my discretion based on how close you are to the next higher or lower grade level. However, you must earn a Pass mark on the final exam to be eligible for a "plus" grade, and a No Pass mark on the final exam will automatically give you a "minus".
Instead of earning partial credit, on most assignments you will have the opportunity to revise and resubmit your work based on feedback that I provide, if the work doesn't meet its standard for acceptability. Mistakes, and work that does not meet the standard for acceptability, are typically not penalized. Instead, if your work has enough errors that it would benefit from redoing parts of it or the whole thing, you'll get the chance to do so. This again is because human beings learn from making mistakes and fixing them with feedback and reflection.
How this works in MTH 201 is as follows:
Revision options for the startup assignments are specified in those assignments.
Also please note that I do not typically look over student work before it is submitted. Requests to review student work prior to submission will usually be declined. Instead, when you are submitting work, make sure to double-check your work prior to submitting it, to make sure that all required components are present and that, to your understanding, your work meets the criteria for acceptable quality. If you submit your work and it needs revision, you can revise it.
Restrictions on AEP revisions: You may only submit two AEP items per week –- either initial drafts of two different AEPs, two revisions, or one of each. A third submission in a week can be purchased with a token (see below), but four or more submissions in a week are not allowed under any circumstance. Also, you must spend a token to revise an AEP that earned a grade of "X"; this is in place to make sure your AEP drafts represent a complete and good-faith effort.
Tokens: Each student starts the semester with 5 tokens, which can be used to purchase exceptions to the course rules. The token "menu" is below. To spend a token, go to the Token Spending form (found in the in the Submit a Form area on Blackboard), fill it out, and submit it. Once the form is submitted, the item you purchased is yours; you do not need permission or confirmation. Everything listed here costs 1 token:
Please note that tokens may not be "stacked"; for example you aren't allowed to spend 2 tokens and extend a deadline for 24 hours instead of 12. Deadline extensions must be requested prior to the original deadline and will be extended 12 hours from the original deadline (not from the time when the request was made).
Attendance: You will need to participate actively in each class meeting to get the most out of the course and avoid having to teach yourself the material. Attendance will be taken but not graded; I will follow up with students with excessive absences, but no direct penalty is incurred. You do not need to seek permission to miss a class. However, realize that excessive absences will severely limit your ability to learn the subject.
Zoom meeting guidelines: Our class meetings will be done through Zoom. When we meet, please mute your audio but turn your video feed on. Having the video feed on helps me to interact better with you, and it will help you focus and learn. If you are not comfortable with having video on, please at least use a picture of yourself that appears on screen when you mute the video. We will also work in breakout rooms frequently; when doing so, if you are working collaboratively with a group, make sure to turn both your audio and video on, and participate actively.
Deadlines and late work: Deadlines are generally strictly enforced, and late work will not be accepted. However, you can spend tokens to extend deadlines for Checkpoints and WeBWorK sets. Daily Prep deadlines cannot be extended, but you can spend a token to change a "No Pass" mark to "Pass" if needed.
AEP deadlines: AEPs do not have fixed deadlines. Instead, you will select the AEPs you want to work on (up to 6 out of a total of 8-10), and then work over time and submit your first draft when you believe it's ready to be graded. However as noted earlier, you can only turn in two AEP items per week –- two new submissions, two revisions, or one of each –- so you cannot procrastinate until the second half of the term to get started. You should plan on maintaining a pace to submit at least one AEP every 1-2 weeks.. There will be some incentives set up plus reminders to keep you on track, but otherwise you are responsible for managing your work schedule.
I highly encourage you to collaborate with your classmates whenever collaboration is allowed. However, realize that collaboration is not always allowed and in all cases, there are limitations on how you can collaborate. In particular:
You are responsible for understanding this policy and the GVSU Student Code. Violations will result, at minimum, in a mark of "X" or "No Pass" on the assignment. Serious or repeat violations of this policy will result in increasingly horrible consequences, including being barred from further submissions of the assignment or Learning Target, or even failure of the class.
Being an online class, we will use a variety of technological tools to learn. Please review this list of overall technology requirements for online classes at GVSU. For this class specifically:
If you encounter issues with technology, please use the appropriate source of help:
#tech
channel on Campuswire, seek out the help documentation in the tool, or do a targeted Google search.If you are encountering issues turning in assignments with deadlines because of technology issues: Please follow this procedure.
Technology
.Please note that I (Prof. Talbert) am not able to provide student tech support as I do not have access to your accounts or knowledge of your hardware. I can help with questions about course tools (Desmos, etc.) but please ask those questions on Campuswire so others can see and help too.
Recordings of online meetings: We will use technology for live-streaming class meetings, and recordings of these may be made. Our use of such technology is governed by FERPA, the Acceptable Use Policy and GVSU’s Student Code of Conduct. A record of all meetings and recordings is kept and stored by GVSU, in accordance with the Acceptable Use Policy and FERPA. I will not share recordings of your class activities outside of course participants, which include your fellow students, advisors, and any guest faculty or community based learning partners that we may engage with. You may not share recordings outside of this course. Doing so may result in disciplinary action.
Math Center: GVSU’s Math Tutoring Center is online with Blackboard Collaborate this semester! You can access virtual drop-in tutoring through the link in your Blackboard course called Math Tutoring Center or on our website at http://gvsu.edu/tutoring/math/. Then click on the "Online Math Tutoring Center" button, which will require a GVSU login. There will be tutors online, ready to help, Monday through Thursday 11a – 9p, Friday 11a – 3p and Sunday 5p – 9p starting Wednesday, January 20th. Bring questions about technology, on methods and concepts, or on specific problems. All Math Center tutoring is FREE, so stop by early and often. When you enter the Collaborate room, please type your first and last name so we can get you signed in and connected with a tutor.
Special learning needs: If you have special needs because of learning, physical or other disabilities, it is your responsibility to contact Disability Support Resources (DSR) at 616-331-2490 or http://www.gvsu.edu/dsr/ . DSR will help you arrange accommodations. Then, speak with me in person about making those accommodations and ensure that they are consistent with your arrangements with DSR.
Basic needs security: If you have difficulty affording groceries or accessing sufficient food to eat every day, or if you lack a safe and stable place to live, I encourage you to visit Replenish, a food resource for GVSU students. If you are comfortable doing so, please speak with me about your circumstances so that I can advocate for you and to connect you with other campus resources.
Gender identity and expression: If, for purposes of gender identity and expression, your official name (in Banner) does not match your preferred name, your name can be updated in Blackboard. Please contact the registrar's office to submit this request. The registrar's office will contact the Blackboard administrator to make the change and will also contact your professors to inform them that your name in Banner will not match the name in Blackboard.
I borrowed a lot from the MTH 201 syllabus of Prof. David Clark.
This course is subject to the GVSU policies listed at http://www.gvsu.edu/coursepolicies/
Note: Learning Targets 2, 4, 6, 7, 12, and 16 are Core Learning Targets and are marked as such.
The dates and specific Learning Targets are subject to change. All dates are listed on the course calendar, and if changes are made, the course calendar is always right.
Checkpoint | Learning Targets | Date assigned | Date due |
---|---|---|---|
1 | 1, 2 | Feb 1 | Feb 3 |
2 | 1, 2, 3 | Feb 8 | Feb 10 |
3 | 1, 2, 3, 4, 5, 6 | Feb 22 | Feb 24 |
4 | 1, 2, 3, 4, 5, 6, 7, 8 | Mar 8 | Mar 11 (Friday) |
5 | 3, 4, 5, 6, 7, 8, 9, 10, 11 | Mar 22 | Mar 24 |
6 | 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 | Apr 5 | Apr 7 |
7 | 7, 8, 9, 10, 11, 12, 13, 14, 15 | Apr 12 | Apr 13 |
8 | 1–16 | Apr 19 | Apr 21 |
Mini-checkpoint | 12, 13, 14, 15, 16 | Apr 23 (Friday) | Apr 25 (Sunday) |
9 | 1–16 | Apr 27 (Tuesday) | Apr 29 (Thursday) |
Module | Section from Active Calculus | Topics | Module | Section from Active Calculus | Topics |
---|---|---|---|---|---|
1A | 1.1 | How to measure velocity | 7A | 3.1 | Identifying extreme values of functions |
1B | 1.2 | The notion of the limit | 7B | 3.1 | Identifying extreme values of functions (part 2) |
2A | 1.3 | The derivative of a function at a point | 8A | 3.3 | Global optimization |
2B | 1.4 | The derivative function | 8B | 3.3 | Global optimization (part 2) |
3A | 1.5 | Interpreting, estimating, and using the derivative | 9A | 3.4 | Applied optimization: Building and testing models |
3B | 1.6 | The second derivative and concavity | 9B | 3.4 | Applied optimization: Applying calculus to the models |
4A | 2.1 | Elementary derivative rules | 10A | 4.1 | Determining distance from velocity |
4B | 2.2 | Derivatives of the sine and cosine functions | 10B | 4.2 | Riemann sums |
5A | 2.3 | The product and quotient rules | 11A | 4.3 | The definite integral |
5B | 2.4 | Derivatives of other trigonometric functions | 11B | 4.3 + 4.4 | Finding integrals using antiderivatives |
6A | 2.5 | The chain rule | 12A | 4.4 | The Fundamental Theorem of Calculus |
6B | 2.6 | Derivatives of inverse functions | 12B | 4.4 | The Total Change Theorem |