Department of Mathematics Generic Syllabus
Boise State University Updated Spring, 2003

MATH 171
Calculus I Computer Laboratory
1 semester credits

Catalog Description

MATH 171 CALCULUS I, COMPUTER LABORATORY (0-1-1)(Area III)[MATH 171]. Introduction to a general-purpose mathematical software system such as Maple or Mathematica which provides symbolic, numerical and graphical capabilities; emphasis on the use of such a system in understanding, visualizing, and applying the ideas of calculus. Students are expected to spend additional lab time during open lab hours. PREREQ: MATH 170

Prerequisites

MATH 170 or first semester college calculus taken elsewhere. MATH 171 uses a mathematical computer package to further refine a student's understanding of calculus, separating the calculus concepts from the algebraic nightmare that frequently arises in a problem solution. Students are expected to know the steps needed to solve the problems, and will use the computer package to do those steps.

Jurisdiction

This course is governed by a department committee which determines the text, the pace and the emphasis of the course.

Learning Objectives

At the end of the course, successful students will understand how a computer algebra system can be used in the solution of problems that have calculus based solutions. The student will be able to use the software package to apply calculus to problems.

Assessment of Learning Objectives

As a laboratory course, there will be weekly written laboratory exercises. These exercises will be examined for clarity of exposition as well as appropriate selection of computer tools used in the solution of the problems. In addition to these laboratory exercises, there will be a final examination to assess the students mastery of the computer tools which were used in the course.

Core Outcomes

After successfully completing MATH 171, students will be able to demonstrate the following competencies in order to fulfill specific requirements set by the Core Philosophy and Goals Statement:

  1. Critical Thinking/Problem Solving Skills

    Clearly identify and analyze a problem, identify possible solutions and give the rationale for a preferred solution

    Students will identify in labs and on tests their abilities in applying calculus theory and concepts to problems.

  2. Communication Skills

    Write clearly

    Students are expected to provide interpretations and explanations of their solutions to problems that are posed to them in class and in laboratories. Their grammar, sentence structure, punctuation and spelling are considered in the evaluation of their work.

  3. Cultural Perspective

    Mathematics and its applications have had a profound influence on the technical developments of the last century. Understanding the mathematical ideas which form the basis of these developments will influence one's appreciation of how mathematical ideas can influence human culture and development.

  4. Breadth of Knowledge and Intellectual Perspective

    Articulate relevant basic assumptions, concepts, theoretical constructs, and factual information.

    Throughout the course, students are expected to explain their assumptions and interpret their results in the theoretical framework of calculus.

    Understand and apply relevant discipline-specific methodologies and strategies of inquiry.

    Students will demonstrate their facility in applying techniques of calculus to problems designed to test their understanding of the concepts.

Topics and approximate timetable

Topic Number of Laboratories
Introduction to the Lab and to Maple 1
Maple and algebra 1
Differential Calculus 5
Integral Calculus 5
Programming in maple 3

Text

The current text is John Gresser, A Maple Approach to Calculus, Second Edition, Prentice-Hall (2002)

Format, Student Activities, and Grades

A typical laboratory session might start with a demonstration of the Maple tools needed for the laboratory, followed by the students working through a tutorial which practices those tools. Frequently, the students can get started on the laboratory exercise before the end of the class period.

The instructor chooses the exact grading scheme, but a typical distribution might be

12 Laboratory Exercises 80%
Final Examination 20%
Total 100%

Letter grades are typically based on a scale in which 90% of the total possible points guarantees and A, 80% a B, 70% a C and 60% a D, with the instructor having the discretion to modify these cut-offs if warranted

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